Context Aware e-Learning Objects and their Types from the Perspective of the Object-Oriented Paradigm

The contribution of this article demonstrates how to identify context-aware types of e-Learning objects (eLOs) derived from the subject domains. This perspective is taken from an engineering point of view and is applied during requirements elicitation and analysis relating to present work in constructing an object-oriented (OO), dynamic, and adaptive model to build and deliver packaged e-Learning courses. Consequently, three preliminary subject domains are presented and, as a result, three primitive types of eLOs are posited. These types educed from the subject domains are of structural, conceptual, and granular nature. Structural objects are responsible for the course itself, conceptual objects incorporate adaptive and logical interoperability, while granular objects congregate granular assets. Their differences, interrelationships, and responsibilities are discussed. A major design challenge relates to adaptive behaviour. Future research addresses refinement on the subject domains and adaptive hypermedia systems.

Learning in the cerebellar nucleus is necessary for acquisition of Pavlovian eyelid conditioning

The cumulative work presented here supports the hypothesis that plasticity in the cerebellar cortex and cerebellar nuclei mediates a simple associative form of motor teaming-Pavlovian eyelid conditioning. It was previously demonstrated that focal ablative lesions of cerebellar anterior lobe or pharmacological block of the cerebellar cortex output disrupted the timing of the conditioned eyeblink response, unmasking a response with a relatively fixed and very short latency to onset. The results of this thesis demonstrate that the short-latency responses are due to associative learning. Unpaired training does not support the acquisition of short-latency responses while the rate of acquisition of short-latency responses during paired training is approximately the same as that of timed conditioned responses. The acquisition of short-latency responses is dependent on an intact cerebellar cortex. Both ablative lesions of the cerebellar cortex and inactivation of cerebellar cortex output with picrotoxin block the acquisition of short-latency responses. However, once the short-latency responses are acquired neither disconnection of cerebellar cortex nor inactivation of the cerebellar nucleus block reacquisition. The results are consistent with the proposal that plasticity in the cerebellar cortex is necessary for learning the timing of conditioned responses, plasticity in the interpositus nucleus mediates the short latency responses, and cerebellar cortical output and mossy fiber input are necessary for the acquisition of short latency responses. ^

The Effect of Direct Instruction versus Discovery Learning on the Understanding of Science Lessons by Second Grade Students

This study examined the effectiveness of discovery learning and direct instruction in a diverse second grade classroom. An assessment test and transfer task were given to students to examine which method of instruction enabled the students to grasp the content of a science lesson to a greater extent. Results demonstrated that students in the direct instruction group scored higher on the assessment test and completed the transfer task at a faster pace; however, this was not statistically significant. Results also suggest that a mixture of instructional styles would serve to effectively disseminate information, as well as motivate students to learn.

A descriptive study of the sociodemographic, health and developmental factors associated with slow learning in children from upper to middle social class families in Texas

"Slow Learners" is a term used to describe children with an IQ range of 70-89 on a standardized individual intelligence test (i.e. with a standard deviation of either 15 or 16). They have above retarded, but below average intelligence and potential to learn. If the factors associated with the etiology of slow learning in children can be identified, it may be possible to hypothesize causal relationships which can be tested by intervention studies specifically designed to prevent slow learning. If effective, these may ultimately reduce the incidence of school dropouts and their cost to society. To date, there is little information about variables which may be etiologically significant. In an attempt to identify such etiologic factors this study examines the sociodemographic characteristics, prenatal history (hypertension, smoking, infections, medication, vaginal bleeding, etc.), natal history (length of delivery, Apgar score, birth trauma, resuscitation, etc.), neonatal history (infections, seizures, head trauma, etc.), developmental history (health problems, developmental milestones and growth during infancy and early childhood), and family history (educational level of the parents, occupation, history of similar condition in the family, etc.) of a series of children defined as slow learners. The study is limited to children from middle to high socioeconomic families in order to exclude the possible confounding variable of low socioeconomic status, and because a descriptive study of this group has not been previously reported. ^

A Step in the Right Direction: Development of the Computerized Assessment for Preschool Social Emotional Learning (CAPSEL)

Invited commentary on "Computerizing Social-Emotional Assessment for School Readiness".

The dynamic evaluation of the learning potential: a procedure

Fil: Malbrán, María del Carmen. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación; Argentina.

The dynamic evaluation of the learning potential: a procedure

Fil: Malbrán, María del Carmen. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación; Argentina.

Unlocking the Potential of Zambian Micro, Small and Medium Enterprises "Learning from the international best practices - the Southeast Asian Experience"

This paper examines the SMEs performance in Zambia and attempts to identify some practical lessons that Zambia can learn from Southeast Asian countries (with reference to Malaysia) in order to facilitate industrial development through unlocking the potential of its SMEs sector. Malaysia and Zambia were at the same level of economic development as evidenced by similar per capita incomes but Zambia has remained behind economically and its manufacturing sector has stagnated as if both countries did not have similar initial endowments. It therefore, becomes imperative that Zambia learns from such countries on how they managed to take-off economically with a focus on SME development. Training (education), research & development, market availability and technological advancement through establishment of industrial linkages coupled with cluster formation were some of the outstanding strategies identified that Zambia could use as a “key” to unlock its SMEs’ potential as it strives to meet the UN MDGs in particular halving its poverty levels by 2015 and also realizing its vision of becoming a middle income earner by 2030.

An analysis of the moderating effects of age in the acceptance of learning management systems

El presente estudio analiza las intenciones de los usuarios acerca del uso de sistemas de tele-enseñanza LMS (Learning Management Systems, basándose en un modelo que integra el Modelo de Aceptación Tecnológica (TAM, Technology Acceptance Model, la Teoría del Comportamiento Percibido (TPB, Theory of Planned Behavior) y la Teoría Unificada de la Aceptación y Uso de la Tecnología (UTAUT, Unified Theory of Acceptance and Use of Technology), tomando la edad como variable moderadora. Así, este artículo estudia la influencia de la intención conductual, la actitud hacia el uso, la facilidad de uso percibida, la utilidad percibida, la norma subjetiva y la influencia social en la intención de utilizar sistemas e-learning LMS. Como antecedentes de estos factores de influencia se plantean las características del sistema y del usuario. El resultado de la revisión teórica es un modelo unificado que ha sido validado con datos recogidos de 94 estudiantes a través de un cuestionario en línea. Estos datos han sido analizados utilizando la técnica de mínimos cuadrados parciales, y los principales resultados confirman la relevancia predictiva del modelo para usuarios de entre 26 y 35 años y de entre 36 y 45 años.

Project based learning activities as a means of adapting conventional curricula to the demands of the 21st century aeronautical engineer: The design and building of the EYEFLY 1.

In this paper we report the process of designing and building the EYEFLY 1, a real UAS platform which has just performed its maiden flight. For the development of this aircraft, 30 groups of students from successive years at the Escuela Universitaria de Ingeniería Técnica Aeronáutica (EUITA) of the Universidad Politécnica de Madrid (UPM) carried out their compulsory End of Degree Project as a coordinated Project Based learning activity. Our conclusions clearly indicate that Project Based Learning activities can provide a valid complement to more conventional, theoretically-based, teaching methods. The combination of both approaches will allow us to maintain traditional but well-tested methods for providing our students with a sound knowledge of fundamental engineering disciplines and, at the same time, to introduce our students to exciting and relevant engineering situations and sceneries where social and business skills, such as communication skills, team-working or decision-taking, can be put into practice.

Blended learning in the design of collective protections in building works

The design of collective protections of construction works is a topic that is integrated within one of the MBTI subjects. This paper presents an experience for teaching the design of collective protection in building works. Teaching has been done in a bended way. This subject is taught as part of the content of a wider subject included in the Master "Building Technological Innovation" (MBTI) of the Universidad Politécnica de Madrid (UPM). This Master's degree is a postgraduate of research nature. Graduating in MBTI implies that students are in a position to begin their PhD thesis. At this stage, often students are not able to follow the rigour established by the schedule of classes. For this reason it is interesting that part of the teaching is developed in a non-classroom based way.