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This study investigates whether specific if-then plans help students counter the effects of negative performance feedback in a learning environment.

This study investigates whether specific if-then plans help students counter the effects of negative performance feedback in a learning environment.

just casually chatting about plans to continue promoting agenda 2030 to children, nothing to see here

science

The paper outlines a framework for autonomous control of a CRM (customer relationship management) system. First, it explores how a modified version of the widely accepted Recency-Frequency-Monetary Value system of metrics can be used to define the state space of clients or donors. Second, it describes a procedure to determine the optimal direct marketing action in discrete and continuous action space for the given individual, based on his position in the state space. The procedure involves the use of model-free Q-learning to train a deep neural network that relates a client's position in the state space to rewards associated with possible marketing actions. The estimated value function over the client state space can be interpreted as customer lifetime value, and thus allows for a quick plug-in estimation of CLV for a given client. Experimental results are presented, based on KDD Cup 1998 mailing dataset of donation solicitations.

The paper outlines a framework for autonomous control of a CRM (customer relationship management) system. First, it explores how a modified version of the widely accepted Recency-Frequency-Monetary Value system of metrics can be used to define the state space of clients or donors. Second, it describes a procedure to determine the optimal direct marketing action in discrete and continuous action space for the given individual, based on his position in the state space. The procedure involves the use of model-free Q-learning to train a deep neural network that relates a client's position in the state space to rewards associated with possible marketing actions. The estimated value function over the client state space can be interpreted as customer lifetime value, and thus allows for a quick plug-in estimation of CLV for a given client. Experimental results are presented, based on KDD Cup 1998 mailing dataset of donation solicitations.

The paper outlines a framework for autonomous control of a CRM (customer relationship management) system. First, it explores how a modified version of the widely accepted Recency-Frequency-Monetary Value system of metrics can be used to define the state space of clients or donors. Second, it describes a procedure to determine the optimal direct marketing action in discrete and continuous action space for the given individual, based on his position in the state space. The procedure involves the use of model-free Q-learning to train a deep neural network that relates a client's position in the state space to rewards associated with possible marketing actions. The estimated value function over the client state space can be interpreted as customer lifetime value, and thus allows for a quick plug-in estimation of CLV for a given client. Experimental results are presented, based on KDD Cup 1998 mailing dataset of donation solicitations.

This study investigates whether reward-conditioned stimuli influence attention, motivation, and action selection implicitly. Specifically, we examine Pavlovian-to-Instrumental Transfer (PIT), an effect by which reward conditioned stimuli (CS)s influence instrumental behavior, leading to increased responses toward reward-related cues. Additionally, we assess attentional responses towards reward-conditioned stimuli using an Emotional Attentional Blink (EAB) task, in which CS can overcome attentional distraction by emotionally salient distractors. Importantly, we will use a state-of-the-art Bayesian procedure to determine participants’ awareness of stimulus-outcome contingencies. This will allow to examine whether PIT effects, and attention to high reward CS overcoming aversive distractors in the EAB, can occur implicitly in individuals who are unaware of the contingencies. Finally, we will explore whether these effects are more pronounced in individuals with risky alcohol use. Before the experimental tasks, all participants will complete the Alcohol Use Disorder Identification Test (AUDIT) to categorise participants into high-risk and low-risk alcohol use groups. The experiment consists of three phases: - First, in the Pavlovian reward-conditioning task, geometric shapes (octagon and square) are associated with an 80% probability of earning different reward magnitudes (conditioned stimuli of 10 cents or 50 cents, hereafter CS10 and CS50) and a 20% probability of earning no reward. The assignment of rewards to shapes is counterbalanced across participants. Participants are instructed only to identify the yellow or green color overlaid on the shapes by pressing the left or right key and that they possibly win a monetary reward. No mention is made of the role of the geometric shapes, ensuring that learning of reward contingencies remains implicit. In the Pavlovian phase, 25% of trials include an additional question where participants estimate the potential winnings (10 cents or 50 cents) associated with the shape and rate their confidence on a scale from 1 (no idea) to 5 (very sure). These expectancy measures will be used to differentiate participants who consciously identify the reward contingencies from those who remain unaware. This will allow us to investigate evidence for implicit reward conditioning. - Next, in the Instrumental task, participants engage in a response-contingent reward-learning process, where they repeatedly press a designated key (R10 or R50, corresponding to the left and right arrow keys) to receive a monetary reward. Specifically, pressing the R10 key results in a 50% probability of receiving 10 cents, while pressing the R50 key results in a 10% probability of receiving 50 cents. To ensure the utility of each response option is equivalent, the assignment of rewards to keys is counterbalanced across participants. To reinforce learning and encourage continued engagement, participants are required to press their chosen key multiple times within a trial. The task includes a designated response window that begins randomly between 1.5 and 2.5 seconds after trial onset and lasts for 1 second. During this window, participants must press the same key at least twice for the response to be considered valid. This ensures participants engage actively during the trial rather than relying on single, late responses. If multiple keys are pressed or if the key is pressed fewer than two times in the response window, the trial is marked invalid, and no feedback is given. When a valid response is made, the screen displays the reward (e.g., “you win 10p” or “50p”), reinforcing the response–reward association. - Finally, in the Transfer phase, participants are presented with a sequence of rapidly displayed abstract images in the so-called Rapid Serial Visual Presentation (RSVP) task. Each trial consists of a RSVP of 17 stimuli, each displayed for 95 ms. Embedded within this sequence is a single neutral or aversive distractor image and a target CS (e.g., a geometric shape). Fillers are squares, hexagons and octagons combined into one shape and appear at the beginning of the trial. Aversive or neutral distractors appear on the 4th, 6th or 8th position of the series, followed by another filler and the presentation of the target. Finally, more fillers are presented to complete the stream of 17 images. Examples of aversive images are pictures of certain objects (guns or knives), animals (predators or poisonous animals) or violent scenes (fights, aggressions or mutilated bodies). The target CS are shapes participants previously encountered during the Pavlovian conditioning phase, where each shape (square and octagon) was associated with a specific monetary reward (e.g., 10 cents or 50 cents). A hexagon shape is included as a control condition, always linked to no reward. Thus, there are three target CS (square, hexagon, octagon), each linked to a different outcome: 10 cents, 50 cents, or no reward. After each RSVP sequence, participants either complete the Instrumental task before identifying the target stimulus or identify the target stimulus before completing the Instrumental task. This order is counterbalanced between blocks (3 blocks of 48 trials) to control for any sequence effects. This phase measures the extent to which conditioned stimuli influence action selection (instrumental response, PIT effect) and attentional capture (target stimulus detection accuracy). The study will determine whether these effects occur independently of contingency awareness and whether stronger PIT effects, and a greater ability to overcome attentional capture by aversive distractors during CS50 trials, serve as risk markers for problematic alcohol use.

This study investigates whether reward-conditioned stimuli influence attention, motivation, and action selection implicitly. Specifically, we examine Pavlovian-to-Instrumental Transfer (PIT), an effect by which reward conditioned stimuli (CS)s influence instrumental behavior, leading to increased responses toward reward-related cues. Additionally, we assess attentional responses towards reward-conditioned stimuli using an Emotional Attentional Blink (EAB) task, in which CS can overcome attentional distraction by emotionally salient distractors. Importantly, we will use a state-of-the-art Bayesian procedure to determine participants’ awareness of stimulus-outcome contingencies. This will allow to examine whether PIT effects, and attention to high reward CS overcoming aversive distractors in the EAB, can occur implicitly in individuals who are unaware of the contingencies. Finally, we will explore whether these effects are more pronounced in individuals with risky alcohol use. Before the experimental tasks, all participants will complete the Alcohol Use Disorder Identification Test (AUDIT) to categorise participants into high-risk and low-risk alcohol use groups. The experiment consists of three phases: - First, in the Pavlovian reward-conditioning task, geometric shapes (octagon and square) are associated with an 80% probability of earning different reward magnitudes (conditioned stimuli of 10 cents or 50 cents, hereafter CS10 and CS50) and a 20% probability of earning no reward. The assignment of rewards to shapes is counterbalanced across participants. Participants are instructed only to identify the yellow or green color overlaid on the shapes by pressing the left or right key and that they possibly win a monetary reward. No mention is made of the role of the geometric shapes, ensuring that learning of reward contingencies remains implicit. In the Pavlovian phase, 25% of trials include an additional question where participants estimate the potential winnings (10 cents or 50 cents) associated with the shape and rate their confidence on a scale from 1 (no idea) to 5 (very sure). These expectancy measures will be used to differentiate participants who consciously identify the reward contingencies from those who remain unaware. This will allow us to investigate evidence for implicit reward conditioning. - Next, in the Instrumental task, participants engage in a response-contingent reward-learning process, where they repeatedly press a designated key (R10 or R50, corresponding to the left and right arrow keys) to receive a monetary reward. Specifically, pressing the R10 key results in a 50% probability of receiving 10 cents, while pressing the R50 key results in a 10% probability of receiving 50 cents. To ensure the utility of each response option is equivalent, the assignment of rewards to keys is counterbalanced across participants. To reinforce learning and encourage continued engagement, participants are required to press their chosen key multiple times within a trial. The task includes a designated response window that begins randomly between 1.5 and 2.5 seconds after trial onset and lasts for 1 second. During this window, participants must press the same key at least twice for the response to be considered valid. This ensures participants engage actively during the trial rather than relying on single, late responses. If multiple keys are pressed or if the key is pressed fewer than two times in the response window, the trial is marked invalid, and no feedback is given. When a valid response is made, the screen displays the reward (e.g., “you win 10p” or “50p”), reinforcing the response–reward association. - Finally, in the Transfer phase, participants are presented with a sequence of rapidly displayed abstract images in the so-called Rapid Serial Visual Presentation (RSVP) task. Each trial consists of a RSVP of 17 stimuli, each displayed for 95 ms. Embedded within this sequence is a single neutral or aversive distractor image and a target CS (e.g., a geometric shape). Fillers are squares, hexagons and octagons combined into one shape and appear at the beginning of the trial. Aversive or neutral distractors appear on the 4th, 6th or 8th position of the series, followed by another filler and the presentation of the target. Finally, more fillers are presented to complete the stream of 17 images. Examples of aversive images are pictures of certain objects (guns or knives), animals (predators or poisonous animals) or violent scenes (fights, aggressions or mutilated bodies). The target CS are shapes participants previously encountered during the Pavlovian conditioning phase, where each shape (square and octagon) was associated with a specific monetary reward (e.g., 10 cents or 50 cents). A hexagon shape is included as a control condition, always linked to no reward. Thus, there are three target CS (square, hexagon, octagon), each linked to a different outcome: 10 cents, 50 cents, or no reward. After each RSVP sequence, participants either complete the Instrumental task before identifying the target stimulus or identify the target stimulus before completing the Instrumental task. This order is counterbalanced between blocks (3 blocks of 48 trials) to control for any sequence effects. This phase measures the extent to which conditioned stimuli influence action selection (instrumental response, PIT effect) and attentional capture (target stimulus detection accuracy). The study will determine whether these effects occur independently of contingency awareness and whether stronger PIT effects, and a greater ability to overcome attentional capture by aversive distractors during CS50 trials, serve as risk markers for problematic alcohol use.

P.A.L.S. presentation May 12, 2017

Earlier this week, Armstrong Elementary third graders embarked on a history and civics walking field trip through downtown Westborough. Students visited the Historical Commission Office, where Historical Commission member Christian Hedrick and Historical Society member Kris Allen showcased and explained local artifacts. They then took an informative walk and talk through the historic Memorial Cemetery with former teacher Kelly White. And finally, they participated in a mock Town Meeting in the Forbes Great Hall led by our own Town Moderator, John Arnold. The trip allowed these students to gain an appreciation for our town's rich history and government.

Earlier this week, Armstrong Elementary third graders embarked on a history and civics walking field trip through downtown Westborough. Students visited the Historical Commission Office, where Historical Commission member Christian Hedrick and Historical Society member Kris Allen showcased and explained local artifacts. They then took an informative walk and talk through the historic Memorial Cemetery with former teacher Kelly White. And finally, they participated in a mock Town Meeting in the Forbes Great Hall led by our own Town Moderator, John Arnold. The trip allowed these students to gain an appreciation for our town's rich history and government.

Earlier this week, Armstrong Elementary third graders embarked on a history and civics walking field trip through downtown Westborough. Students visited the Historical Commission Office, where Historical Commission member Christian Hedrick and Historical Society member Kris Allen showcased and explained local artifacts. They then took an informative walk and talk through the historic Memorial Cemetery with former teacher Kelly White. And finally, they participated in a mock Town Meeting in the Forbes Great Hall led by our own Town Moderator, John Arnold. The trip allowed these students to gain an appreciation for our town's rich history and government.

This article is from Frontiers in Systems Neuroscience , volume 8 . Abstract Motivational salience plays an important role in shaping human behavior, but recent studies demonstrate that human performance is not uniformly improved by motivation. Instead, action has been shown to dominate valence in motivated tasks, and it is particularly difficult for humans to learn the inhibition of an action to obtain a reward, but the neural mechanism behind this behavioral specificity is yet unclear. In all mammals, including humans, the monoamine neurotransmitter dopamine is particularly important in the neural manifestation of appetitively motivated behavior, and the human dopamine system is subject to considerable genetic variability. The well-studied TaqIA restriction fragment length polymorphism (rs1800497) has previously been shown to affect striatal dopamine metabolism. In this study we investigated a potential effect of this genetic variation on motivated action/inhibition learning. Two independent cohorts consisting of 87 and 95 healthy participants, respectively, were tested using the previously described valenced go/no-go learning paradigm in which participants learned the reward-associated no-go condition significantly worse than all other conditions. This effect was modulated by the TaqIA polymorphism, with carriers of the A1 allele showing a diminished learning-related performance enhancement in the rewarded no-go condition compared to the A2 homozygotes. This result highlights a modulatory role for genetic variability of the dopaminergic system in individual learning differences of action-valence interaction.

This article is from Frontiers in Systems Neuroscience , volume 8 . Abstract Motivational salience plays an important role in shaping human behavior, but recent studies demonstrate that human performance is not uniformly improved by motivation. Instead, action has been shown to dominate valence in motivated tasks, and it is particularly difficult for humans to learn the inhibition of an action to obtain a reward, but the neural mechanism behind this behavioral specificity is yet unclear. In all mammals, including humans, the monoamine neurotransmitter dopamine is particularly important in the neural manifestation of appetitively motivated behavior, and the human dopamine system is subject to considerable genetic variability. The well-studied TaqIA restriction fragment length polymorphism (rs1800497) has previously been shown to affect striatal dopamine metabolism. In this study we investigated a potential effect of this genetic variation on motivated action/inhibition learning. Two independent cohorts consisting of 87 and 95 healthy participants, respectively, were tested using the previously described valenced go/no-go learning paradigm in which participants learned the reward-associated no-go condition significantly worse than all other conditions. This effect was modulated by the TaqIA polymorphism, with carriers of the A1 allele showing a diminished learning-related performance enhancement in the rewarded no-go condition compared to the A2 homozygotes. This result highlights a modulatory role for genetic variability of the dopaminergic system in individual learning differences of action-valence interaction.

2015 Learning in Action dumped with WikiTeam tools.

Learning Restorative Practice in Action With Deanna Barash.

Learning Restorative Practice in Action With Deanna Barash.

Learning Restorative Practice in Action With Deanna Barash.

Learning Restorative Practice in Action With Deanna Barash.

Learning Restorative Practice in Action With Deanna Barash.

Learning Restorative Practice in Action With Deanna Barash.

Learning Restorative Practice in Action With Deanna Barash.

Learning Restorative Practice in Action With Deanna Barash.

The need for a better understanding and better treatment of learning disabilities (LD) in adult learners of English as a second language (ESL) is discussed. Such an effort should draw on both existing knowledge of LD in the first-language context and new research on LD and second language learning. The ethical implications of teaching ESL to adults suspected of LD without use of teaching techniques known to be effective in first-language LD instruction are examined, and some basic information about LD in the educational context is presented. Issues in the identification of LD are examined, drawing on recent research, areas for future research are proposed, and some approaches to identifying and planning instruction for LD students in this population are suggested. Legal, instructional, and financial issues in the treatment of LD are also explored. (Contains 10 references) (MSE)

This report offers suggestions for starting and supporting faculty inquiry groups on individual campuses. Topics include: (1) The Power of Inquiry; Challenging Questions and Powerful Evidence; (2) The Power of Community: Inquiry as a Collaborative Process of Improvement; (3) Suggestions for Starting and Supporting a Faculty Inquiry Group; and (4) The Outcomes of Inquiry.

This report contains five action research papers in science education. Papers include: (1) "Does Classroom Size in an Industrial Technology Laboratory Affect Grades and Success in Class?" (Chad Bruns); (2) "The Effects of Project Based Learning on Students' Engagement, Independence, and Interest in Physical Geology Class" (Jill Dahl); (3) "Will an Interactive Lab Safety Program Create a Safer Laboratory Environment for Students in Biology Class?" (Laura Espeset); (4) "Will Random Sampling of Science Terms Increase Students' Long-Term Recall?" (Ann Miller); (5) "Using Rubrics to Improve Student Independence in Active Scientific Inquiry" (Tony McGee). (KHR)

The aim of this research is to apply a scientific approach to improve learning outcomes in the game of mini volleyball for class VI students at SD Negeri 72 Lubuk Linggau in 2023. Classroom Action Research uses an approach that lasts 2 cycles, each cycle has one meeting consisting of planning, implementing actions, observing and reflecting. The research subjects were 32 students in class V I of SD Negeri 72 Lubuklinggau , with 15 male students and 17 female students. While the data collection methods used were observation and performance tests, data processing used descriptive percentages. Student learning outcomes increased in cycle I with an average score of 68 and increased in cycle II with an average student score of 83. Likewise, the percentage of students who succeeded in each cycle also increased. With a percentage of success results of 47% (15 students) in cycle I then 94% (30 students) in cycle II. Thus, it can be concluded that the scientific approach can improve the learning outcomes of the mini volleyball game in class V I students at SD Negeri 72 Lubuklinggau in the 2022/2023 academic year. The suggestion is that a scientific approach should be an alternative choice in playing mini volleyball for physical education and health teachers.

The aim of this research is to apply a scientific approach to improve learning outcomes in the game of mini volleyball for class VI students at SD Negeri 72 Lubuk Linggau in 2023. Classroom Action Research uses an approach that lasts 2 cycles, each cycle has one meeting consisting of planning, implementing actions, observing and reflecting. The research subjects were 32 students in class V I of SD Negeri 72 Lubuklinggau , with 15 male students and 17 female students. While the data collection methods used were observation and performance tests, data processing used descriptive percentages. Student learning outcomes increased in cycle I with an average score of 68 and increased in cycle II with an average student score of 83. Likewise, the percentage of students who succeeded in each cycle also increased. With a percentage of success results of 47% (15 students) in cycle I then 94% (30 students) in cycle II. Thus, it can be concluded that the scientific approach can improve the learning outcomes of the mini volleyball game in class V I students at SD Negeri 72 Lubuklinggau in the 2022/2023 academic year. The suggestion is that a scientific approach should be an alternative choice in playing mini volleyball for physical education and health teachers.

The Partners in Action and Learning Program at Florida's Miami-Dade Community College (M-DCC) was established in 1994 to aid the integration of service learning into the college's general education curricula. Goals for the first year of the program included the establishment of service-learning centers at MDCC's Homestead and Medical Center campuses, implementation of a college-wide mini-grant program, and establishment of a college committee on service-learning. During fall 1994, in its first term of operation, over 80 faculty members attended service-learning workshops; 15 faculty were awarded mini-grants; and 15 faculty and professional staff participated in a service-learning conference. In winter 1995, the service-learning centers placed 755 M-DCC students at 145 agencies throughout Dade County to provide nearly 21,000 hours of community service. An evaluation of first-year program outcomes, based on interviews with 65 participants and surveys of 428 students and 49 agencies, included the following results: (1) 72% of students were female and 68% were under the age of 26; (2) 73% became involved for class credit, 60% were motivated by the desire to help others, and 59% were looking for new experiences; (3) students expressed a great deal of satisfaction with agency placements, giving an average mean rating of 4.49 on a 5-point scale on 5 key items; and (4) 98% of the agencies agreed or strongly agreed that their overall experience was positive. Includes participant comments and a financial report. Interview questions, survey instruments, and tabled responses are appended. (KP)

This case study, one of a series of publications exploring effective and inclusive models of work-based learning, finds that entry-level occupations in manufacturing have historically been considered unskilled jobs for which little or no training is necessary. As a consequence, employers have experienced high turnover among new-hires, and incumbent workers have had limited opportunity to gain the skills needed for career advancement. The Industrial Manufacturing Technician (IMT) Apprenticeship program improves the knowledge and technical skills of manufacturing production workers, increasing their productivity and problem-solving skills, as well as their understanding of the overall manufacturing process, quality assurance practices, and basic equipment maintenance. Employers who have implemented the IMT Apprenticeship program report improved productivity, improved job retention, reduced scrap and waste, and less equipment downtime for maintenance. The IMT Apprenticeship program also prepares entry-level workers to be trained for very high-skilled technical manufacturing occupations, often with advanced standing, promoting career advancement for workers and helping to address severe skills shortages for employers.

In an ever changing society of the 21st century, there is a demand to equip students with meta competences going beyond cognitive knowledge. Education, therefore, needs a transition from transferring knowledge to developing individual potentials with the help of constructivist learning. Advantages of constructivist learning, and criteria for its realisation have been well-determined through theoretical findings in pedagogy (Reich 2008, de Corte, OECD 2010). However, the practical implementation leaves a lot to be desired (Gardner 2010, Wagner 2011). Knowledge acquisition is still fragmented into isolated subjects. Lesson layouts are not efficiently designed to help teachers execute a holistic and interdisciplinary learning. As is shown in this paper, teachers are having negative classroom experience with project work or interdisciplinary teaching, due to a constant feeling of uncertainty and chaos, as well as lack of a process to follow. We therefore conclude: there is a missing link between theoretical findings and demands by pedagogy science and its practical implementation. We claim that, Design Thinking as a team-based learning process offers teachers support towards practice-oriented and holistic modes of constructivist learning in projects. Our case study confirms an improvement of classroom experience for teacher and student alike when using Design Thinking. This leads to a positive attitude towards constructivist learning and an increase of its implementation in education. The ultimate goal of this paper is to prove that Design Thinking gets teachers empowered to facilitate constructivist learning in order to foster 21st century skills. (Contains 12 figures.)

One challenge of Augmented Reality applications is to identify the context and semantics of the real environment. Studies on object and action recognition have evolved from improvements in machine learning (ML) techniques, allowing them to be annotated and recognized. This study aims to characterize the current knowledge about the use of machine learning to recognize objects and actions in Augmented Reality environments in order to increase context context awareness. Based on a systematic literature review (SLR) of the papers published on the topic between 2017 and 2021 in the Scopus, IEEE Xplore, and Web of Science, nine studies were selected. The results indicate that, on the one hand, there is great demand to be explored in industry, entertainment, education, healthcare, among other other application domains. However, these real-time interactive systems technologies still have challenges to be solved, involving to be solved, involving network communication and limitations in object and action recognition and action recognition model for broad context and in prediction time. It is concluded that further research is is needed to investigate how Augmented Reality can work in object and action recognition to object and action recognition to increase context awareness.

This study's purpose was to survey the literature on European Union (EU) e-learning strategies specifically related to two mainline e-learning projects: the learning Action Plan and the E-Learning Program. Results of the evaluation and interpretation of the literature show that the European Commission has positively impacted European Union countries that participated in the projects through multiple and transversal actions and interactions, including: (a) providing necessary infrastructures and equipment; (b) implementing teacher training; (c) delivering quality content and services; (d) encouraging cooperation and networking; (e) promoting digital literacy; and (f) launching European virtual campuses and twinning schools (primary and secondary) via the Internet. The European Commission should continue to fund this critical research as a means of furthering Europe's move toward a knowledge-based society.

This paper argues that educators interested in sustainability should look to complexity science for guiding principles. When we view our classrooms and campuses as living, dynamic ecologies, we can, as insiders, make sense of what might otherwise seem chaotic or meaningless. This perspective enables us not only to describe and explain what is happening around us, but also to use our findings to influence emerging patterns across our classrooms, campuses, or our larger communities. We suggest that educators use a Look, Think, Act cycle recommended by Professor Ernie Stringer to encourage and support sustainable school reform.

This essay is a call for rethinking our approach to research in digital learning. It plots a path founded in social trends and advances in education. A brief review of these trends and advances is followed by discussion of what flattened research might look like at scale. Scaling research in digital learning is crucial to advancing understanding as digital learning quickly becomes mainstream (Watson, Pape, Murin, Gemin, & Vashaw, 2014) and as learning environments and pedagogies shift rapidly. Educators and leaders need more current and detailed insights into effective practice as education becomes more personalized (Kennedy, Freidhoff, & DeBruler, 2014).

vii, 83 p. : 26 cm

vii, 83 p. : 26 cm

vii, 83 p. : 26 cm

vii, 83 p. : 26 cm

The paper reports action research on Web-based courses conducted from 1999 to 2001. The expression "hybrid courses" is used in this paper to refer to the courses in which an instructor and students meet half or less than half of the regular scheduled meeting time, and such courses are the courses involved in this research. Participants of the study were the students in the 12 hybrid courses during the period 1999 to 2001. They were in-service teachers who were pursuing their Master's degree in Instructional Technology at the university and had little experience with hybrid courses. The goal of the research was to investigate students' opinions toward such courses and to examine the impact of using different strategies on online communities. Data collection relied on online discussion messages, observations, interviews, and surveys. Both quantitative and qualitative methods were utilized in this study. The results revealed that students and the instructor were in favor of Web-based courses and that the use of moderating strategies greatly influenced online communities. (Contains 10 references.) (Author/AEF)

The website of the Center for Learning in Action at Williams College.

The website of the Center for Learning in Action at Williams College.

The website of the Center for Learning in Action at Williams College.

The website of the Center for Learning in Action at Williams College.

The website of the Center for Learning in Action at Williams College.

Ideomotor accounts of action planning and control assume that voluntary actions are controlled by representations of their associated sensory outcomes. In this study, we explore a potential application of this principle to the planning and control of joint actions. We investigate the idea that representations of joint action outcomes influence individual action planning and selection processes by activating associated group-level representations that encode spatio-temporal relations between the individual contributions of self and other. To test this idea, we adapt the procedure of a well-established two-phase action-effect learning task to a joint action setting. In an initial learning phase, pairs of participants produce a series of high and low power-chords by means of synchronized button presses depicting specific spatial relations between each other. In a subsequent test phase, the former joint action outcomes (high and low power-chords) are then presented as imperative stimuli to which participants must respond according to a fixed stimulus-response mapping. We manipulate the stimulus-response mapping in the test phase to be either congruent or incongruent to the mapping between joint responses and joint action outcomes of the learning phase.

At Unitec NZ practitioners have been involved in adapting existing programmes, and developing new ones, which integrate and exploit Information Communication Technology Enhanced Learning and Teaching (ICTELT). Although practitioners are frequently experienced course designers, they often focus on the technology as opposed to effective pedagogy and practice, and are sometimes overwhelmed by factors such as time pressure and ICT skills requirements. The ICTELT process model, conceptual design framework, mindmap and self-diagnostic tools were therefore developed to guide practitioners through the design, implementation, and evaluation process. The resulting scaffolded approach is appropriate for small teams or individuals working with limited resources, as well as those working within highly-resourced environments. The structure of the ICTELT model is flexible enough for practitioners to blend approaches of their choice, while also encouraging the alignment of pedagogical perspectives and practice. Furthermore, an iterative approach is encouraged whereby a design is developed, piloted, evaluated, revisited, modified and re-evaluated over time. This paper has three main aims. The first is to ground the subject in current literature. Secondly, the ICTELT model and suite of tools will be described. Reference will finally be made to a case study conducted at Unitec NZ, along with associated implications. Owen, H. (2010). ICTELT in action: Applying ICT enhanced learning programme design [Electronic Version]. ACEC2010: Digital Diversity from http://www.scribd.com/full/20717788?access_key=key-1c46fstqw62m17mv5tr8.

The purpose of this study was to determine the nature of teachers' implicit in-action mental models about children's minds and learning, as inferred through the ways they teach. The work was based on the theoretical works of D. Schon, L. Shulman, and P. N. Johnson-Laird. Study participants included 24 student, novice, and experienced teachers. All teachers taught the same first-grade arithmetic lesson. Teacher behaviors and the inferred teachers' in-action mental models are described. Findings indicate that teachers have an in-action mental model of children's minds and of how learning takes place in children's minds and that this mental model directs their teaching. This model, which is implicit and intuitive, reflects an understanding of the mind shared by teachers from all three groups. Four implications for teacher education are: (1) the in-action mental model has profound influence on how teachers teach; (2) preservice and inservice teachers understand what is being taught in courses and workshops that relate to children's learning, via their in-action mental model; (3) teachers are not aware they hold this model, and in order for the implicit in-action model to be discussed, it must become explicit; and (4) the tool developed to describe teachers' in-action mental models of children's minds and learning can be used in teacher education both as a diagnostic tool and as a tool for instruction. (Contains seven references.) (ND)