Kinnasneulatekniikan verkko-oppimateriaalin kehittäminen ja neulalla neulomisen taidon kehittyminen

The purpose of the study was to develop a functional web-based learning material for the learning of the nålbinding technique. The study of the research topic was already begun in my pedagogical thesis in 2008 by considering the demands on pedagogic material for the teaching of the technique. This study falls into the field of qualitative design research which was carried out through three stages. In the study three methods of usability testing, i.e. expert analysis, the informants’ thinking aloud and interviews, were used as research methods. At the first stage of the study the first version of the learning material was created. This was done on the basis of theoretical knowledge, the demands set on learning materials as clarified in previous studies, on the basis of previously created learning materials for the learning of the nålbinding technique as well as with the help of two experts on the technique. At the second stage, the learning material was developed on the basis of expert analysis and another version of the material was created. At the third stage, usability testing was carried out on the material. At this stage two informants used the material, practiced stitching with the nålbinding needle and thought aloud while doing so. In the usability testing the Morae –programme was used to record the events on the screen, the actions of the informants and their spoken out thoughts. The Morae –programme was also used when analysing the recordings. After the testing, the informants practised stitching independently and in a few weeks time they were interviewed. The interviews were aimed at finding out the informants’ opinions on the future development of the material. On the basis of the informants’ independent attempts at using the nålbinding technique, the development of their skills after the testing was also discussed at the interviews. The development of the learning material will continue after this study on the basis of the usability testing and the interviews. The web-based learning material was created for the website Käspaikka in the address www.kaspaikka.fi/kinnasneula. By creating a multimodal learning material the dual-coding theory by Paivio was taken into consideration. According to the theory, several methods of presentation help a learner to restore information in his/her memory. The independent construction of the learner’s knowledge, i.e. learning according to the principles of the constructivist learning theory, was also supported by creating a logical navigation system, by linking interrelated topics to one another and by presenting the topics in several different forms. In the test situations the learning material was judged to work well when practising stitching with the nålbinding needle. Both informants learned the basics of the nålbinding technique even though their respective learning strategies were quite different. In the usability testing illogicalities and shortcomings were still noticed in the learning material which will still be further developed in the future.

Clinical reasoning: The relative contribution of identification, interpretation and hypothesis errors to misdiagnosis

The aim of this study was to identify and describe the types of errors in clinical reasoning that contribute to poor diagnostic performance at different levels of medical training and experience. Three cohorts of subjects, second- and fourth- (final) year medical students and a group of general practitioners, completed a set of clinical reasoning problems. The responses of those whose scores fell below the 25th centile were analysed to establish the stage of the clinical reasoning process - identification of relevant information, interpretation or hypothesis generation - at which most errors occurred and whether this was dependent on problem difficulty and level of medical experience. Results indicate that hypothesis errors decrease as expertise increases but that identification and interpretation errors increase. This may be due to inappropriate use of pattern recognition or to failure of the knowledge base. Furthermore, although hypothesis errors increased in line with problem difficulty, identification and interpretation errors decreased. A possible explanation is that as problem difficulty increases, subjects at all levels of expertise are less able to differentiate between relevant and irrelevant clinical features and so give equal consideration to all information contained within a case. It is concluded that the development of clinical reasoning in medical students throughout the course of their pre-clinical and clinical education may be enhanced by both an analysis of the clinical reasoning process and a specific focus on each of the stages at which errors commonly occur.

The association between student characteristics and the development of clinical reasoning in a graduate-entry, PBL medical programme

This study sought to assess the extent to which the entry characteristics of students in a graduate-entry medical programme predict the subsequent development of clinical reasoning ability. Subjects comprised 290 students voluntarily recruited from three successive cohorts of the University of Queensland's MBBS Programme. Clinical reasoning was measured once a year over a period of three years using two methods, a set of 10 Clinical Reasoning Problems (CRPs) and the Diagnostic Thinking Inventory (DTI). Data on gender, age at entry into the programme, nature of primary degree, scores on selection criteria (written examination plus interview) and academic performance in the first two years of the programme were recorded for each student, and their association with clinical reasoning skill analysed using univariate and multivariate analysis. Univariate analysis indicated significant associations between CRP score, gender and primary degree with a significant but small association between DTI and interview score. Stage of progression through the programme was also an important predictor of performance on both indicators. Subsequent multivariate analysis suggested that female gender is a positive predictor of CRP score independently of the nature of a subject's primary degree and stage of progression through the programme, although these latter two variables are interdependent. Positive predictors of clinical reasoning skill are stage of progression through the MBBS programme, female gender and interview score. Although the nature of a student's primary degree is important in the early years of the programme, evidence suggests that by graduation differences between students' clinical reasoning skill due to this factor have been resolved.

Assessing clinical reasoning: A method to monitor its development in a PBL curriculum

The aim of this study was to develop and trial a method to monitor the evolution of clinical reasoning in a PBL curriculum that is suitable for use in a large medical school. Termed Clinical Reasoning Problems (CRPs), it is based on the notion that clinical reasoning is dependent on the identification and correct interpretation of certain critical clinical features. Each problem consists of a clinical scenario comprising presentation, history and physical examination. Based on this information, subjects are asked to nominate the two most likely diagnoses and to list the clinical features that they considered in formulating their diagnoses, indicating whether these features supported or opposed the nominated diagnoses. Students at different levels of medical training completed a set of 10 CRPs as well as the Diagnostic Thinking Inventory, a self-reporting questionnaire designed to assess reasoning style. Responses were scored against those of a reference group of general practitioners. Results indicate that the CRPs are an easily administered, reliable and valid assessment of clinical reasoning, able to successfully monitor its development throughout medical training. Consequently, they can be employed to assess clinical reasoning skill in individual students and to evaluate the success of undergraduate medical schools in providing effective tuition in clinical reasoning.

Many disciplines-common approach: Experiences in the development and delivery of an interprofessional health subject

In 2004, the Faculty of Health Sciences at La Trobe University in Victoria, Australia, introduced a new, final-year subject ‘Interdisciplinary Professional Practice’. The subject is taught to all students enrolled in the 11 allied health and human service disciplines at La Trobe University across metropolitan and rural campuses. The delivery is online to overcome timetabling barriers and to provide time and geographic flexibility. The subject is presented using an enquiry-based learning model. Students are exposed to the concepts of interdisciplinary teamwork through shared learning across professional boundaries to enable a collaborative workforce. An outline of the background development and design of this subject, and its implementation and content areas is presented. A discussion of relevant literature and an analysis of the subject evaluations and focus groups that have guided subject development to enhance student learning over eight cohorts is included.

Implementing virtual collaborative inquiry practises in a middle-school context

The aim of the present study was to investigate the challenges that relate to the implementation of virtual inquiry practises in middle school. The case was a school course in which a group of Finnish students (N = 14) and teachers (N = 7) completed group inquiries through virtual collaboration, using a web-based learning environment. The task was to accomplish a cross-disciplinary inquiry into cultural issues. The students worked mainly at home and took much responsibility for their course achievements. The investigators analysed the pedagogical design of the course and the content of the participants' interaction patterns in the web-based environment, using qualitative content analysis and social network analysis. The findings suggest that the students succeeded in producing distinctive cultural products, and both the students and the teachers adopted novel roles during the inquiry. The web-based learning environment was used more as a coordination tool for organizing the collaborative work than as a forum for epistemic inquiry. The tension between the school curriculum and the inquiry practises was manifest in the participants' discussions of the assessment criteria of the course.

Kehittämistutkimus: Tieto- ja viestintätekniikkaa kemian opetukseen

The main aim of the present study was to develop information and communication technology (ICT) based chemistry education. The goals for the study were to support meaningful chemistry learning, research-based teaching and diffusion of ICT innovations. These goals were used as guidelines that form the theoretical framework for this study. This Doctoral Dissertation is based on eight-stage research project that included three design researches. These three design researches were scrutinized as separate case studies in which the different cases were formed according to different design teams: i) one researcher was in charge of the design and teachers were involved in the research process, ii) a research group was in charge of the design and students were involved in the research process, and iii) the design was done by student teams, the research was done collaboratively, and the design process was coordinated by a researcher. The research projects were conducted using mixed method approach, which enabled a comprehensive view on education design. In addition, the three central areas of design research: problem analysis, design solution and design process were included in the research, which was guided by the main research questions formed according to these central areas: 1) design solution: what kind of elements are included in ICT-based learning environments that support meaningful chemistry learning and diffusion of innovation, 2) problem analysis: what kind of new possibilities the designed learning environments offer for the support of meaningful chemistry learning, and 3) design process: what kind of opportunities and challenges does collaboration bring to the design of ICT-based learning environments? The main research questions were answered according to the analysis of the survey and observation data, six designed learning environments and ten design narratives from the three case studies. Altogether 139 chemistry teachers and teacher students were involved in the design processes. The data was mainly analysed by methods of qualitative content analysis. The first main result from the study give new information on the meaningful chemistry learning and the elements of ICT-based learning environment that support the diffusion of innovation, which can help in the development of future ICT-education design. When the designed learning environment was examined in the context of chemistry education, it was evident that an ICT-based chemistry learning environment supporting the meaningful learning of chemistry motivates the students and makes the teacher s work easier. In addition, it should enable the simultaneous fulfilment of several pedagogical goals and activate higher-level cognitive processes. The learning environment supporting the diffusion of ICT innovation is suitable for Finnish school environment, based on open source code, and easy to use with quality chemistry content. According to the second main result, new information was acquired about the possibilities of ICT-based learning environments in supporting meaningful chemistry learning. This will help in setting the goals for future ICT education. After the analysis of design solutions and their evaluations, it can be said that ICT enables the recognition of all elements that define learning environments (i.e. didactic, physical, technological and social elements). The research particularly demonstrates the significance of ICT in supporting students motivation and higher-level cognitive processes as well as versatile visualization resources for chemistry that ICT makes possible. In addition, research-based teaching method supports well the diffusion of studied innovation on individual level. The third main result brought out new information on the significance of collaboration in design research, which guides the design of ICT education development. According to the analysis of design narratives, it can be said that collaboration is important in the execution of scientifically reliable design research. It enables comprehensive requirement analysis and multifaceted development, which improves the reliability and validity of the research. At the same time, it sets reliability challenges by complicating documenting and coordination, for example. In addition, a new method for design research was developed. Its aim is to support the execution of complicated collaborative design projects. To increase the reliability and validity of the research, a model theory was used. It enables time-pound documenting and visualization of design decisions that clarify the process. This improves the reliability of the research. The validity of the research is improved by requirement definition through models. This way learning environments that meet the design goals can be constructed. The designed method can be used in education development from comprehensive to higher level. It can be used to recognize the needs of different interest groups and individuals with regard to processes, technology and substance knowledge as well as interfaces and relations between them. The developed method has also commercial potential. It is used to design learning environments for national and international market.

A New Iterative FIR Filter for Image and Video Restoration

Image and video filtering is a key image-processing task in computer vision especially in noisy environment. In most of the cases the noise source is unknown and hence possess a major difficulty in the filtering operation. In this paper we present an error-correction based learning approach for iterative filtering. A new FIR filter is designed in which the filter coefficients are updated based on Widrow-Hoff rule. Unlike the standard filter the proposed filter has the ability to remove noise without the a priori knowledge of the noise. Experimental result shows that the proposed filter efficiently removes the noise and preserves the edges in the image. We demonstrate the capability of the proposed algorithm by testing it on standard images infected by Gaussian noise and on a real time video containing inherent noise. Experimental result shows that the proposed filter is better than some of the existing standard filters

Subject independent human action recognition using spatio-depth information and meta-cognitive RBF network

In this paper, we present a machine learning approach for subject independent human action recognition using depth camera, emphasizing the importance of depth in recognition of actions. The proposed approach uses the flow information of all 3 dimensions to classify an action. In our approach, we have obtained the 2-D optical flow and used it along with the depth image to obtain the depth flow (Z motion vectors). The obtained flow captures the dynamics of the actions in space time. Feature vectors are obtained by averaging the 3-D motion over a grid laid over the silhouette in a hierarchical fashion. These hierarchical fine to coarse windows capture the motion dynamics of the object at various scales. The extracted features are used to train a Meta-cognitive Radial Basis Function Network (McRBFN) that uses a Projection Based Learning (PBL) algorithm, referred to as PBL-McRBFN, henceforth. PBL-McRBFN begins with zero hidden neurons and builds the network based on the best human learning strategy, namely, self-regulated learning in a meta-cognitive environment. When a sample is used for learning, PBLMcRBFN uses the sample overlapping conditions, and a projection based learning algorithm to estimate the parameters of the network. The performance of PBL-McRBFN is compared to that of a Support Vector Machine (SVM) and Extreme Learning Machine (ELM) classifiers with representation of every person and action in the training and testing datasets. Performance study shows that PBL-McRBFN outperforms these classifiers in recognizing actions in 3-D. Further, a subject-independent study is conducted by leave-one-subject-out strategy and its generalization performance is tested. It is observed from the subject-independent study that McRBFN is capable of generalizing actions accurately. The performance of the proposed approach is benchmarked with Video Analytics Lab (VAL) dataset and Berkeley Multimodal Human Action Database (MHAD). (C) 2013 Elsevier Ltd. All rights reserved.

Human Action Recognition in Compressed Domain using PBL-McRBFN Approach

Large variations in human actions lead to major challenges in computer vision research. Several algorithms are designed to solve the challenges. Algorithms that stand apart, help in solving the challenge in addition to performing faster and efficient manner. In this paper, we propose a human cognition inspired projection based learning for person-independent human action recognition in the H.264/AVC compressed domain and demonstrate a PBL-McRBEN based approach to help take the machine learning algorithms to the next level. Here, we use gradient image based feature extraction process where the motion vectors and quantization parameters are extracted and these are studied temporally to form several Group of Pictures (GoP). The GoP is then considered individually for two different bench mark data sets and the results are classified using person independent human action recognition. The functional relationship is studied using Projection Based Learning algorithm of the Meta-cognitive Radial Basis Function Network (PBL-McRBFN) which has a cognitive and meta-cognitive component. The cognitive component is a radial basis function network while the Meta-Cognitive Component(MCC) employs self regulation. The McC emulates human cognition like learning to achieve better performance. Performance of the proposed approach can handle sparse information in compressed video domain and provides more accuracy than other pixel domain counterparts. Performance of the feature extraction process achieved more than 90% accuracy using the PTIL-McRBFN which catalyzes the speed of the proposed high speed action recognition algorithm. We have conducted twenty random trials to find the performance in GoP. The results are also compared with other well known classifiers in machine learning literature.

Action Recognition from Motion Capture Data using Meta-cognitive RBF Network Classifier

Action recognition plays an important role in various applications, including smart homes and personal assistive robotics. In this paper, we propose an algorithm for recognizing human actions using motion capture action data. Motion capture data provides accurate three dimensional positions of joints which constitute the human skeleton. We model the movement of the skeletal joints temporally in order to classify the action. The skeleton in each frame of an action sequence is represented as a 129 dimensional vector, of which each component is a 31) angle made by each joint with a fixed point on the skeleton. Finally, the video is represented as a histogram over a codebook obtained from all action sequences. Along with this, the temporal variance of the skeletal joints is used as additional feature. The actions are classified using Meta-Cognitive Radial Basis Function Network (McRBFN) and its Projection Based Learning (PBL) algorithm. We achieve over 97% recognition accuracy on the widely used Berkeley Multimodal Human Action Database (MHAD).

Aprendizaje basado en proyectos aplicado a la asignatura Ingeniería del software : guía del docente y guía del estudiante

Este informe recoge las guías del docente y del estudiante para la puesta en marcha, seguimiento continuo y evaluación de la asignatura Ingeniería del Software del segundo curso del Grado en Ingeniería Informática. Todo ello basado en metodologías activas, concretamente la metodología de Aprendizaje Basado en Proyectos (ABP, o PBL de Project Based Learning). El trabajo publicado en este informe es el resultado obtenido por los autores dentro del programa de formación del profesorado en metodologías activas (ERAGIN), auspiciado por el Vicerrectorado de Calidad e Innovación Docente de la Universidad del País Vasco (UPV/EHU).

Taller de aprendizaje Cooperativo para ingeniería

Se presentan herramientas y material de apoyo para aplicar la metodología de aprendizaje cooperativo en la docencia universitaria, con una orientación especial a ingeniería.

Networks for Knowledge: Social Media enthuses students of Early Years Education

Networks for Knowledge (n4k Ltd) are a Work Based Learning organisation which specialises in Early Years Education. Training and Development Manager, Elaine Wareing has developed the use of Facebook and Twitter to promote peer learning and interaction beyond the classroom. It also allows trainers to discuss ideas and challengers with a wider group of learners. This has allowed practitioners across a wide geographical area to share their thoughts and ideas together on some of the subjects relating to early years practice.

Headjogs: Highlighting success through innovation

Headjogs is a well established hair academy within the Essex and East of London region. This work-based learning provider is run by Stephen Daly, Director, and Debbie Scott. Around six months ago, Debbie participated in the e-Guides programme, where she gained the expertise to implement innovative technology into the curriculum. Since then they have received Association of Learning Providers (ALP) Learner Innovation Grant funding with which they plan to reinforce their innovative approach to hairdressing.