Accessible e-learning

People with disabilities often encounter difficulties while trying to learn something, because teaching material is for example not accessible to blind people or rooms, where courses take place, are not accessible to people using a wheelchair. E-learning provides an opportunity to disabled people. With the new German law on the equalisation of opportunities for people with disabilities for the first time access to information technology was explicitly taken up in German legislation. As a consequence of this law the framework law on universities (Hochschulrahmengesetz) was changed. The law now commit universities not to discriminate disabled students in their studies. For references on how universities can design accessible e-learning contents and provide accessible information online see http://wob11.de/links/anleitungen.html#elearning.

Matching Recall and Storage in Sequence Learning with Spiking Neural Networks

Storing and recalling spiking sequences is a general problem the brain needs to solve. It is, however, unclear what type of biologically plausible learning rule is suited to learn a wide class of spatiotemporal activity patterns in a robust way. Here we consider a recurrent network of stochastic spiking neurons composed of both visible and hidden neurons. We derive a generic learning rule that is matched to the neural dynamics by minimizing an upper bound on the Kullback–Leibler divergence from the target distribution to the model distribution. The derived learning rule is consistent with spike-timing dependent plasticity in that a presynaptic spike preceding a postsynaptic spike elicits potentiation while otherwise depression emerges. Furthermore, the learning rule for synapses that target visible neurons can be matched to the recently proposed voltage-triplet rule. The learning rule for synapses that target hidden neurons is modulated by a global factor, which shares properties with astrocytes and gives rise to testable predictions.

Learning reward timing in cortex through reward dependent expression of synaptic plasticity.

The ability to represent time is an essential component of cognition but its neural basis is unknown. Although extensively studied both behaviorally and electrophysiologically, a general theoretical framework describing the elementary neural mechanisms used by the brain to learn temporal representations is lacking. It is commonly believed that the underlying cellular mechanisms reside in high order cortical regions but recent studies show sustained neural activity in primary sensory cortices that can represent the timing of expected reward. Here, we show that local cortical networks can learn temporal representations through a simple framework predicated on reward dependent expression of synaptic plasticity. We assert that temporal representations are stored in the lateral synaptic connections between neurons and demonstrate that reward-modulated plasticity is sufficient to learn these representations. We implement our model numerically to explain reward-time learning in the primary visual cortex (V1), demonstrate experimental support, and suggest additional experimentally verifiable predictions.

Probabilistic contingency learning with limbic or prefrontal damage

AB A fundamental capacity of the human brain is to learn relations (contingencies) between environmental stimuli and the consequences of their occurrence. Some contingencies are probabilistic; that is, they predict an event in some situations but not in all. Animal studies suggest that damage to limbic structures or the prefrontal cortex may disturb probabilistic learning. The authors studied the learning of probabilistic contingencies in amnesic patients with limbic lesions, patients with prefrontal cortex damage, and healthy controls. Across 120 trials, participants learned contingent relations between spatial sequences and a button press. Amnesic patients had learning comparable to that of control subjects but failed to indicate what they had learned. Across the last 60 trials, amnesic patients and control subjects learned to avoid a noncontingent choice better than frontal patients. These results indicate that probabilistic learning does not depend on the brain structures supporting declarative memory.

Facial Nerve Image Enhancement from CBCT using Supervised Learning Technique

Facial nerve segmentation plays an important role in surgical planning of cochlear implantation. Clinically available CBCT images are used for surgical planning. However, its relatively low resolution renders the identification of the facial nerve difficult. In this work, we present a supervised learning approach to enhance facial nerve image information from CBCT. A supervised learning approach based on multi-output random forest was employed to learn the mapping between CBCT and micro-CT images. Evaluation was performed qualitatively and quantitatively by using the predicted image as input for a previously published dedicated facial nerve segmentation, and cochlear implantation surgical planning software, OtoPlan. Results show the potential of the proposed approach to improve facial nerve image quality as imaged by CBCT and to leverage its segmentation using OtoPlan.

Multimodal sequence learning

While sequence learning research models complex phenomena, previous studies have mostly focused on unimodal sequences. The goal of the current experiment is to put implicit sequence learning into a multimodal context: to test whether it can operate across different modalities. We used the Task Sequence Learning paradigm to test whether sequence learning varies across modalities, and whether participants are able to learn multimodal sequences. Our results show that implicit sequence learning is very similar regardless of the source modality. However, the presence of correlated task and response sequences was required for learning to take place. The experiment provides new evidence for implicit sequence learning of abstract conceptual representations. In general, the results suggest that correlated sequences are necessary for implicit sequence learning to occur. Moreover, they show that elements from different modalities can be automatically integrated into one unitary multimodal sequence.

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.

Impaired learning of predators and lower prey survival under elevated CO2: a consequence of neurotransmitter interference

Ocean acidification is one of the most pressing environmental concerns of our time, and not surprisingly, we have seen a recent explosion of research into the physiological impacts and ecological consequences of changes in ocean chemistry. We are gaining considerable insights from this work, but further advances require greater integration across disciplines. Here, we showed that projected near-future CO2 levels impaired the ability of damselfish to learn the identity of predators. These effects stem from impaired neurotransmitter function; impaired learning under elevated CO2 was reversed when fish were treated with gabazine, an antagonist of the GABA-A receptor - a major inhibitory neurotransmitter receptor in the brain of vertebrates. The effects of CO2 on learning and the link to neurotransmitter interference were manifested as major differences in survival for fish released into the wild. Lower survival under elevated CO2 , as a result of impaired learning, could have a major influence on population recruitment.

Effects of ocean acidification on learning in coral reef fishes

Ocean acidification has the potential to cause dramatic changes in marine ecosystems. Larval damselfish exposed to concentrations of CO2 predicted to occur in the mid- to late-century show maladaptive responses to predator cues. However, there is considerable variation both within and between species in CO2 effects, whereby some individuals are unaffected at particular CO2 concentrations while others show maladaptive responses to predator odour. Our goal was to test whether learning via chemical or visual information would be impaired by ocean acidification and ultimately, whether learning can mitigate the effects of ocean acidification by restoring the appropriate responses of prey to predators. Using two highly efficient and widespread mechanisms for predator learning, we compared the behaviour of pre-settlement damselfish Pomacentrus amboinensis that were exposed to 440 µatm CO2 (current day levels) or 850 µatm CO2, a concentration predicted to occur in the ocean before the end of this century. We found that, regardless of the method of learning, damselfish exposed to elevated CO2 failed to learn to respond appropriately to a common predator, the dottyback, Pseudochromis fuscus. To determine whether the lack of response was due to a failure in learning or rather a short-term shift in trade-offs preventing the fish from displaying overt antipredator responses, we conditioned 440 or 700 µatm-CO2 fish to learn to recognize a dottyback as a predator using injured conspecific cues, as in Experiment 1. When tested one day post-conditioning, CO2 exposed fish failed to respond to predator odour. When tested 5 days post-conditioning, CO2 exposed fish still failed to show an antipredator response to the dottyback odour, despite the fact that both control and CO2-treated fish responded to a general risk cue (injured conspecific cues). These results indicate that exposure to CO2 may alter the cognitive ability of juvenile fish and render learning ineffective.

Multidisciplinary Learning, Another way of Teaching Maths in Engineering

Multidisciplinary training is widely appreciated in industry and business, and nevertheless usually is not addressed in the early stages of most undergraduate programs. We outline here a multidisciplinary course for undergraduates studying engineering in which mathematics would be the common language, the transverse tool. The goal is motivating students to learn more mathematics and as a result, improve the quality of engineering education. The course would be structured around projects in four branches in engineering: mechanical, electrical, civil and bio-tech. The projects would be chosen among a wide variety of topics in engineering practice selected with the guidance of professional engineers. In these projects mathematics should interact with at least two other basic areas of knowledge in engineering: chemistry, computers science, economics, design or physics.

The educational learning lifecycle and the cloud computing

Currently, student dropout rates are a matter of concern among universities. Many research studies, aimed at discovering the causes, have been carried out. However, few solutions, that could serve all students and related problems, have been proposed so far. One such problem is caused by the lack of the "knowledge chain educational links" that occurs when students move onto higher studies without mastering their basic studies. Most regulated studies imparted at universities are designed so that some basic subjects serve as support for other, more complicated, subjects, thus forming a complicated knowledge network. When a link in this chain fails, student frustration occurs as it prevents him from fully understanding the following educational links. In this proposal we try to mitigate these disasters that stem, for the most part, the student?s frustration beyond his college stay. On one hand, we make a dissertation on the student?s learning process, which we divide into a series of phases that amount to what we call the "learning lifecycle." Also, we analyze at what stage the action by the stakeholders involved in this scenario: teachers and students; is most important. On the other hand, we consider that Information and Communication Technologies ICT, such as Cloud Computing, can help develop new ways, allowing for the teaching of higher education, while easing and facilitating the student?s learning process. But, methods and processes need to be defined as to direct the use of such technologies; in the teaching process in general, and within higher education in particular; in order to achieve optimum results. Our methodology integrates, as another actor, the ICT into the "Learning Lifecycle". We stimulate students to stop being merely spectators of their own education, and encourage them to take an active part in their training process. To do this, we offer a set of useful tools to determine not only academic failure causes, (for self assessment), but also to remedy these failures (with corrective actions); "discovered the causes it is easier to determine solutions?. We believe this study will be useful for both students and teachers. Students learn from their own experience and improve their learning process, while obtaining all of the "knowledge chain educational links? required in their studies. We stand by the motto "Studying to learn instead of studying to pass". Teachers will also be benefited by detecting where and how to strengthen their teaching proposals. All of this will also result in decreasing dropout rates.

A framework for adaptive e-learning for continuum mechanics and structural analysis

This paper presents a project for providing the students of Structural Engineering with the flexibility to learn outside classroom schedules. The goal is a framework for adaptive E-learning based on a repository of open educational courseware with a set of basic Structural Engineering concepts and fundamentals. These are paramount for students to expand their technical knowledge and skills in structural analysis and design of tall buildings, arch-type structures as well as bridges. Thus, concepts related to structural behaviour such as linearity, compatibility, stiffness and influence lines have traditionally been elusive for students. The objective is to facilitate the student a teachinglearning process to acquire the necessary intuitive knowledge, cognitive skills and the basis for further technological modules and professional development in this area. As a side effect, the system is expected to help the students improve their preparation for exams on the subject. In this project, a web-based open-source system for studying influence lines on continuous beams is presented. It encompasses a collection of interactive user-friendly applications accessible via Web, written in JavaScript under JQuery and Dygraph Libraries, taking advantage of their efficiency and graphic capabilities. It is performed in both Spanish and English languages. The student is enabled to set the geometric, topologic, boundary and mechanic layout of a continuous beam. While changing the loading and the support conditions, the changes in the beam response prompt on the screen, so that the effects of the several issues involved in structural analysis become apparent. This open interaction with the user allows the student to simulate and virtually infer the structural response. Different levels of complexity can be handled, whereas an ongoing help is at hand for any of them. Students can freely boost their experiential learning on this subject at their own pace, in order to further share, process, generalize and apply the relevant essential concepts of Structural Engineering analysis. Besides, this collection is being added to the "Virtual Lab of Continuum Mechanics" of the UPM, launched in 2013 (http://serviciosgate.upm.es/laboratoriosvirtuales/laboratorios/medios-continuos-en-construcci%C3%B3n)

Plataforma MALL (Mobile-Assisted Language Learning) para el aprendizaje y desarrollo del conocimiento del idioma, particularizado en el Inglés

El creciente uso de las Tecnologías de la Información y las Comunicaciones en el ámbito educativo ha hecho posible que existan nuevas formas de enseñanza que facilitan el aprendizaje y la mejora de éste. Una de las ramas educativas que más influenciada se ha visto por esto es la de los idiomas, debido en gran parte a la necesidad global de aprender nuevas lenguas y mejorar sus conocimientos de ellas. Entre todos los idiomas que la gente desea aprender destaca uno por encima de todos, el inglés. Esto viene dado no solo por la presencia de éste a nivel mundial, sino por la gran repercusión en el ámbito educativo, comenzando a ser un requisito indispensable en la realización de estudios superiores. El presente proyecto Fin de Grado pretende contribuir a la mejora del conocimiento del inglés para estudiantes que no han alcanzado un nivel B2 de éste. En éste se desarrolla una plataforma educativa accesible por el mayor número de alumnos posibles, no solo solo a través de ordenadores personales, sino principalmente a través de dispositivos móviles tales como smartphones y tablets. Para que fuese posible una mayor utilización de esta por parte de los estudiantes era necesario la creación de una aplicación que pudiese ser utilizada desde cualquier dispositivo sin importar el sistema operativo empleado. Dicha plataforma educativa está formada por un juego de preguntas en la que los estudiantes deberán contestar correctamente para obtener una puntuación final con la que accederán a una clasificación con el resto de miembros de dicha plataforma. Con éste sistema de puntos se pretende dar una componente de gamificación al juego para motivar a los estudiantes a que sigan compitiendo y realizando test de preguntas. Además a dicha plataforma podrán acceder los profesores administradores de ella para monitorizar y ver resultados de los estudiantes participantes. ABSTRACT. The growing use of Information and Communication Technologies in the educational field has made possible for new teaching ways to exist, thus making learning easier and better. One of the more influenced educational branches by this fact is languages, largely due to a global need to learn them and improve knowledge. Among all the languages that people wish to learn, one stands out above them, English. It is given, not only by its worldwide presence, but by its big scholar repercussion; that English is an essential requirement for higher education. This final degree project aims to improve the english level for those who have a hard time doing it. This project develops an educational accesible platform to the greatest number of students, not only through personal computers, but mainly through mobile devices like smartphones or tablets. To make a great use of it by students possible, it was necessary an application which could be used from any device regardless of the operative system. This teaching platform is formed by a quiz game in which students must answer correctly in order to get a final score which will place them in a ranking composed by other platform members. With this score system it is intended to give a gamification component in order to motivate students to keep playing and answering question tests. Also, in this platform, administration teachers will be able to monitor the students and watch their results.

Traces of learning in the auditory localization pathway

One of the fascinating properties of the central nervous system is its ability to learn: the ability to alter its functional properties adaptively as a consequence of the interactions of an animal with the environment. The auditory localization pathway provides an opportunity to observe such adaptive changes and to study the cellular mechanisms that underlie them. The midbrain localization pathway creates a multimodal map of space that represents the nervous system's associations of auditory cues with locations in visual space. Various manipulations of auditory or visual experience, especially during early life, that change the relationship between auditory cues and locations in space lead to adaptive changes in auditory localization behavior and to corresponding changes in the functional and anatomical properties of this pathway. Traces of this early learning persist into adulthood, enabling adults to reacquire patterns of connectivity that were learned initially during the juvenile period.