Learning Activities

... Both authors gratefully acknowledge the support of the Public Sector Leadership Development Programme Steering Committee (Roma Bridger, Cathy Mercer, and Karen Taylor) and Memorial University's Gardiner Centre (Susan Arscott, Jackie Collins, and Bill Morrissey). ...

Introduction. Emotions have been proven to have significant impact on cognitive and motivational aspects of learning. Choosing appropriate activities to stimulate learners' positive emotions can thus greatly promote learning. Aim. The present research is aimed to find out which learning activities induce positive / negative emotions among upper secondary level learners of English as a foreign language and the secondary aim was to identify the emotions experienced. Methodology and research methods. Methodological triangulation applying qualitative research methods (questionnaire, interview and observation) was conducted among 62 learners and their 2 English teachers. A complementary quantitative instrument (scale) was used to detect the subjective emotional comfort of learners during English lessons. Results. The findings revealed prevailing positive habitual comfort of learners and joy as their primary emotion incited mostly by communication activities. Negative emotions of fear...

The broad aims of this study are to gain insight into employees'on-the-job learning activities to help them improve their on-the-job learning. The authors define on-the-job learning styles and operationalize the concept to include both mental and overt learning styles and both interpersonal and intrapersonal learning styles. Organizations and employees can benefit from an awareness of employees'on-the-job learning styles, by developing an adaptive flexibility in the use of on-the-job learning strategies.

Recent educational changes in China such as the decentralization policy and the marketization of education have introduced concepts such as performativity, competition and effectiveness to the education sector and they have become part of the educational lexicon. Such policy shifts force more local participation in teacher education programmes and schools are now identified as the prime site for offering relevant professional learning activities to teachers. However, interestingly, research on professional development of teachers in China has not devoted significant attention to the voices of teachers. This paper examines how teachers from seven schools in Guangdong Province view the effectiveness of these school-based learning activities within the new context of educational change.

This paper presents the results obtained with the implementation of a series of learning activities based on Mobile Serious Games (MSGs) for the development of problem solving and collaborative skills in Chilean 8th grade students. Three MSGs were developed and played by teams of four students in order to solve problems collaboratively. A quasi-experimental design was used. The data shows that the experimental group achieved a higher perception of their own collaboration skills and a higher score in the plan execution dimension of the problem solving cycle than did the non-equivalent control group, revealing that MSG-based learning activities may contribute to such learning improvements. This challenges future research to identify under which conditions learning activities based on mobile serious games can promote the development of higher order skills.

To investigate (i) the differential changes in premenstrual symptoms, mood, cognitions, and coping strategies during two treatments [cognitive-behavioural therapy (CBT) and fluoxetine] for premenstrual dysphoric disorder (PMDD) and (ii) the characteristics of those with good vs. poor outcome post treatment and at 1 year follow-up. Premenstrual symptoms, mood (Hospital Anxiety and Depression Scale, HADS), causal attributions, and use of cognitive and behavioural coping strategies were examined during 6 months of both treatments. The two treatment groups were then combined and divided on the basis of good vs. poor outcome posttreatment and at 1 year follow-up. Baseline measures were used to predict posttreatment outcome, and baseline and posttreatment measures were examined when attempting to predict outcome at 1 year follow-up. Both treatments were equally effective at the end of 6 months (prospective daily diary measure). Fluoxetine treatment had a more rapid effect and greater impa...

Learning activities with tangible user interfaces provide the benefits of active and peer mediated learning, while offering assistance from an autonomous guide on the side. Yet tangible user interfaces must typically be custom developed by computer scientists, and only rarely is the assistance of teachers sought. We present a new tool that gives teachers the power to create their own educational applications with tangible user interfaces. Using actual scientific specimens, the teachers can define object attributes for the students to sort on, and also develop curriculum-appropriate hints. We describe our computer vision-based approach, which enables recognition of tags representing dichotomous keys defined by a teacher. Teachers use our back-end system to define the dichotomous keys and other parameters for the learning activities, while our front-end system uses those parameters to guide the students.

In this article, we discuss the complexity of geometric proofs with respect to a theoretical analysis and empirical results from studies in Taiwan and Germany. Based on these findings in both countries, specific teachings experiments with junior high school students were developed, conducted, and evaluated. According to the different classroom and learning culture in East Asia and Western Europe, the interventions differed in their way of organizing the learning activities during regular mathematics lessons. The statistical analysis of the pre-post-test data indicated that both interventions were successful in fostering students' proof competence.

Interest is increasingly being recognized as an effective motivator for learning, however neither the constructivist learning environment design literature nor the motivation research literature directly address the challenges of designing interest-driven learning activities. In this paper, we present a design framework for the creation of learning activities that draw on interest as their primary source of motivation. This Interest-Driven Learning design framework is the embodiment of a theory that addresses two challenges to the large-scale implementation of interest-driven learning. These challenges are coverage, the difficulty of motivating the wide range of learning objectives valued by our educational system with interest, and strength, the variation over time and across learners of the motivational strength of interest in a particular topic or activity. The Interest-Driven Learning framework is based on a novel categorization of motivational constructs into interest and conte...

This paper was formed in 2018 for an undergraduate project which I was supposed to conduct at a secondary school. I observed many aspects in an English language teacher's classroom such as the activities and approaches used in the classroom, teacher's attitudes towards students, feedback and error analysis. Therefore, this paper is not an empirical study. Instead, it is comprised of my commentary and observation. I hope it brings forth something useful for both the pre-service and in-service teachers who work as English language teachers in state and private schools.

This paper focuses on a pilot study in which a social video application, MoViE, was used to teach basic HCI concepts in bachelor -level education. The aim of the study was to examine the problem space of educational mobile video blogging in order to determine the next phase research settings and future expectations in more details. The learning activities in this experiment were analyzed using SEAF framework that was used to design the MoViE application. The results indicated that video blogging can be effective method in HCI education, but some of the students need support and more strict tagging rules to get best out of this kind instructional method. Furthermore, blogging turned out to be much more effective method to evaluate students' level of understanding than traditional paper-pencil tests. In the future, we will especially focus on the remixing feature of MoViE that makes possible for example to create personalized mobile video books, learning diaries and portfolios.

How does teachers' technological pedagogical content knowledge ("TPACK") inform their instructional planning? How can this knowledge be enhanced? In an interpretivist study of experienced secondary social studies teachers' planning, we sought to discover clues to the nature and development of these teachers' TPACK-in-action as it was expressed in their planning processes.

Today's World Wide Web (WWW) well-known as Web 2.0 consist of social networking sites, blogs, wikis, and hosted services, video sharing sites, web applications, and so on. It also embraces E-learning Management system. It is a process in which we use the electronic medium to access the demarcated set of applications. Research works in the arena of E-Learning are characterized by a broad spectrum of applications, ranged from virtual classrooms to remote courses or distance learning. Because of a lot of limitations using web 2.0 for creating E-learning management system, now-a-days we use Web 3.0 which is known as Semantic web that recovers the limitations of Web 2.0. In this paper, we have proposed a model of "E-learning Management system using Semantic web technologies", where course syllabus, teaching methods, learning activities and learning styles are included and it will be more appropriate in different learning institutions. We hope that it will provide a excessive feedback from both teachers and students.

Erythema nodosum leprosum Erythema nodosum leprosum presents with painful erythematous and violaceous nodules, mostly involving the extremities of patients with lepromatous leprosy. The onset of these nodules is accompanied by severe constitutional symptoms. The term erythema nodosum leprosum is inadequate because it may easily be confused with authentic erythema nodosum. Erythema nodosum leprosum is mostly an immune complex-mediated vasculitis involving the dermis. In some instances, however, the inflammatory process extends to the subcutaneous fat, involving the small vessels of the fat lobule, which appear with fibrinoid necrosis of their walls and luminal thrombi. 1,2 Direct immunofluorescence studies reveal deposits of IgG and complement in the walls of the involved vessels. 1 Erythema nodosum leprosum may be controlled by thalidomide in a dose of 400 mg taken at night. 3 When thalidomide is not available or is contraindicated, clofazimine in a dose of 300 mg daily and prednisone in an initial dose of 30 mg daily have been shown to be helpful, although the response to these drugs is not as dramatic as with thalidomide. Lucio's phenomenon Lucio's phenomenon is another variant of a leprosy reaction that appears in patients with the diffuse form of lepromatous leprosy. It consists of a necrotizing vasculitis, resulting in infarction that causes painful and hemorrhagic ulcers. 4,5 The bouts of cutaneous lesions are accompanied by severe systemic symptoms, and the process may be fatal. Histopathologically, like erythema nodosum leprosum, Lucio's phenomenon is more a dermal inflammatory process than a panniculitis. Lesions

In this study on 32 teachers' learning in an informal learning environment, we analyzed changes in conceptions and behavior regarding students' active and self-regulated learning (ASL), and relations with the teachers' learning activities. Few relations were found between observed changes in behavior and learning activities. Changes in conceptions appeared to correlate with the activities obtaining new ideas, experimenting with new methods, and reflecting on why certain teaching methods seem to be effective and others not. Only one teacher became more ASL-oriented in both behavior and conceptions. The apparent variation in teachers' informal learning should lead to differentiated support for teacher learning in the workplace.

A review of recent research was conducted to assemble evidence on the impact that Interactive Radio Instruction (IRI) may have on improving student learning outcomes. IRI is an instructional tool designed to deliver a family of active learning packages via radio broadcast using a dual-audience approach. IRI exposes students to regular, curriculum-based learning content while modeling effective learning activities and classroom organization techniques for teachers. As IRI continues to be called upon to improve teaching and learning in low-resource and hard-to-reach areas, a better understanding of the empirical data available is critical to guide the way forward. IRI has been implemented by Education Development Center, Inc. (EDC) in over 50 countries over the past 30 years. This paper is a review of existing student and teacher data collected by EDC’s IRI projects. Effect sizes are used to summarize what is known about the effect of IRI on student learning gains in Grades K-4 for En...

According to expectancy-value theories, increasing the utility value of a learning activity should result in higher motivation and better learning. In contrast, self-determination theory posits that the content of the future goals (intrinsic vs. extrinsic) that enhance the utility value of the learning activity needs to be considered as well. Contrast-cell analyses of an experimental study showed that double goal framing (intrinsic plus extrinsic) facilitated a mastery orientation, performance, and persistence and decreased a performance-approach orientation compared with extrinsic goal framing. However, double goal framing resulted in a less optimal pattern of outcomes compared with intrinsic goal framing, suggesting that the content of the provided goals matters. Goal content effects on both performance and persistence were fully mediated by mastery orientation.

Project-based learning engages students in problem solving through artefact design. However, previous studies of online project-based learning have focused primarily on the dynamics of online collaboration; students' knowledge construction throughout this process has not been examined thoroughly. This case study analyzed the relationship between students' levels of knowledge construction during asynchronous online discussions with respect to engagement in project-based learning. Graduate students' online postings in a course that comprised both project-based and non-project learning activities were coded and counted for knowledge construction, teaching, and social interaction moves using computer-mediated discourse analysis. Chi-square analyses found that the instructor's teaching discourse remained fairly consistent during projectbased and non-project learning. Despite this, students' online discussions during project-based learning were characterized by more advanced levels of knowledge construction, where ideas were rationalized and integrated into plausible solutions. In contrast, students' online postings outside project-based learning rarely moved beyond the lower levels of information sharing and idea exploration. Based on these results, guidelines for designing and facilitating online project-based learning are presented and discussed.

The advancement of wireless and mobile technologies has enabled students to learn in an environment that combines learning resources from both the real world and the digital world. Although such an approach has been recognized as being innovative and important, several problems have been revealed in practical learning activities. One major problem is owing to the lack of proper learning strategies or tools for assisting the students to acquire knowledge in such a complex learning scenario. Students might feel excited or engaged when using the mobile devices to learn in the real context; nevertheless, their learning achievements could be disappointing. To deal with this problem, this study presents a mobile learning system that employs Radio Frequency Identification (RFID) technology to detect and examine real-world learning behaviors of students. This study also utilizes each student's responses from a twotier test (i.e., multiple-choice questions in a two-level format) to provide personalized learning guidance (called two-tier test guiding, T 3 G). The experimental results from a natural science course of an elementary school show that this innovative approach is able to improve the learning achievements of students as well as enhance their learning motivation.

This paper presents an educational intervention, involving 20 interior design students selecting a colour scheme for a 3D computer model of an interior, and then experiencing its effect in a semi-immersive Virtual Reality (VR) environment. Participants also experienced some other learners' designs and discussed their similar and/or contrasting experiences. The main aim of this learning activity was to raise awareness that colour can be subjective and that perceptions of how colour may influence mood or emotion in this area may vary greatly. General educational principles of particular importance for this topic are constructivism in the sense of getting learners to link the topic to their own personal experience and perceptions, and peer discussion to demonstrate how much variation in experience there is between people.

In our continuously changing society, a need for updating one's skills and knowledge puts pressure on safeguarding the labour market position of low-qualified employees. However, prior research and official statistics show that employees with a lower level of education tend to participate less in training than highly-educated individuals. This limited participation is associated with employers offering fewer opportunities to low-qualified employees, but also with the fact that low-qualified employees themselves might be less willing to participate. In other words, their learning intentions are assumed to be weaker and more restricted than the learning intentions of highly-educated employees. The article reports on a quantitative survey research on the learning intentions of 406 low-qualified employees. The results showed that employees who participated in formal job-related learning activities during the last 5 years had a stronger learning intention than those who did not. Next, the results of the stepwise regression showed that selfdirectedness, financial benefits, self-efficacy, and autonomy were significant positive predictors of the learning intentions of low-qualified employees. Also, the limited number of possibilities or opportunities to learn was not significant. The results indicated that a learning intention can lead towards the participation in learning activities, but participation is not merely initiated by offering opportunities for learning. Organisational aspects such as job autonomy and financial benefits can stimulate the learning intention of an employee. Finally, regarding the socio-demographic variables, only limited differences were found. In short, employees with no educational qualifications and a full-time contract had the lowest intention to learn.

How well one retains new information depends on how actively it is processed during learning. Active attempts to retrieve information from memory result in more learning than passive observation of the same information (the generation effect). Here, we present evidence for the generation effect in monkeys. Subjects were trained to respond to five-item lists of photographs in a particular order. On some lists, they could request ''hints'' to guide their behavior; on others, they had to generate the correct order from memory. Training with hints resulted in high levels of initial performance, but accuracy dropped precipitously when the hints were removed on the criterion test. Training without hints led to relatively poor initial performance, but accuracy increased steadily and remained high on the criterion test.

The rapid change in our entire life influences directly or indirectly the systems that controls our knowledge, skills and behaviour. The evolution of our culture is one of the major indicators for this change. Our educational system has been influenced by this rapid change over the time and technology is increasingly used in learning settings. Assessment as a part of the educational system is exposed the same changes. Specialists have been taken care of adapting the learning system with culture changes but unfortunately they have not properly focused on performance measures and feedback. Assessment research trying to keep pace with modern learning settings but still provides room for interesting and challenging research. In this paper, we give an overview about e-assessment history, discuss e-assessment rationales, and outline the main challenges of using computers to assist the assessment process. Finally, we introduce a concept for a flexible e-assessment system applicable in a great variety of learning settings.

This exploratory study took place in the context of middle school information science in Greece, to examine possible relations between boys' and girls': value and efficacy beliefs about computers and information science; perceived parental support; perceived teacher expectations; and perceptions of the nature of information science instruction. The participants of the study were 301 (135 male and 166 female) students who responded to a self-report questionnaire. Regression analysis showed that perceived teacher expectations were positively associated with students' ability beliefs, perceptions of learning activities as creative and personally meaningful was a significant predictor of students' interest in computing, and perceived parental support was related to both value and efficacy beliefs. Unlike previous research, the findings of this study did not support the conclusion that boys have more positive ICT self-efficacy and value beliefs than girls. They indicated however, that boys' and girls' beliefs are differentially affected by parents, teachers, and school IS instruction.

The mathematical problems, tasks, demonstrations, and exercises that teachers and students engage with in classrooms are, in general, specific instantiations of general principles. Indeed, the usual purpose of such examples is to illustrate those principles and thus facilitate their learning. With this in mind, it is clearly important for teachers to be able to choose or design suitable examples, to recognise what is offered (or afforded) by particular examples, and to know how to adapt an already existing example to better suit an intended purpose. Although writers of textbooks and other teaching resources also need these skills, it is ultimately the teacher who puts the examples to work in the classroom. Teachers' choice and use of examples is indicative of their pedagogical content knowledge (PCK)the complex amalgam of mathematical and pedagogical knowledge fundamental to teaching and learning-and reflects their understanding of the mathematics to be taught and how students can be helped to learn it. This paper examines some of the issues associated with example use and how it is informed by and can inform us about PCK.

“TenTen 4 Kids” provides valuable source for both in-service and pre-service teachers. The channel has lots of activities to be used in your classes. Enjoy them with your students! Do not forget to follow the channel for new videos to be uploaded!
Best Regards
Dr. Kürşat CESUR
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Just what and how eight experienced teachers in four coaching dyads learned during a 1-year reciprocal peer coaching trajectory was examined in the present study. The learning processes were mapped by providing a detailed description of reported learning activities, reported learning outcomes, and the relations between these two. The sequences of learning activities associated with a particular type of learning outcome were next selected, coded, and analyzed using a variety of quantitative methods. The different activity sequences undertaken by the teachers during a reciprocal peer coaching trajectory were found to trigger different aspects of their professional development. r 1 In much of the research literature, teacher change is only regarded as learning when the teachers reach a learning goal that has been set by them or by the training program. We regard any change, irrespective of direction, as learning.

Research has shown that parents' perceived parental self-efficacy (PSE) plays a pivotal role in promoting their children's successful adjustment. In this study, we further explored this issue by comparing psychosocial adaptation in children of parents with high and low PSE during adolescence. One hundred and thirty Italian teenagers (55 males and 75 females) and one of their parents (101 mothers and 29 fathers) participated in the research. Data were collected at T1 (adolescents' mean age = 13.6) and T2 (mean age = 17.5). Parents reported their PSE at T1. At T1 and T2, adolescents reported their perceived academic self-efficacy, aggressive and violent conducts, well-being, and perceived quality of their relationships with parents. At T2, they were also administered questions by using Experience Sampling Method to assess their quality of experience in daily life. As hypothesized, adolescents with high PSE parents reported higher competence, freedom and well-being in learning activities as well as in family and peer interactions. They also reported fewer problematic aspects and more daily opportunities for optimal experience. Findings pointed to the stability of adolescents' psychosocial adaptation and highlighted possible directions in future research.

In this paper we describe how we have integrated several techniques of the "Design thinking" (DT) into the User Center Design (UCD) methodology in the process of development of project as a learning activity. The experimental activity has been carried out with students of the Human Computer Interaction's subject, corresponding to the 3º course of the School of Computer Science of the University of La Laguna.

ffective instructional practices are crucial to addressing the educational crisis facing many Hispanic students in the United States. The number of Hispanic students attending public schools has increased dramatically in recent decades, yet Hispanic students as a group have the lowest levels of education and the highest dropout rate of any student group. Conditions of poverty and health, as well

In the implementation of Republic Act No. 10533, the Enhanced Basic Education Curriculum of 2013 or the K to 12 program problems such as lack of learning materials has become a burden not only to students but teachers. Due to this problem, students' low achievement and performance in science have been documented for years. Thus, this study was conducted to develop a learning module in biology for senior high school students. Biology is essential to students' holistic education, improving student performance in this subject is important. As such, the study assesses students' performance in areas such as biological molecules, energy transformation, genetics, and evolutionary relationships. The research also assesses how teachers use learning activities to meet performance standards in each area. It also evaluated the school heads/science coordinators and teachers on the effectiveness of the learning activities and discovered significant differences between the two groups. ...

Much remains unknown in the increasingly important field of e-learning in organizations. Drawing on a large-scale survey of employees (N = 557) who had opportunities to participate in voluntary e-learning activities, the factors influencing participation in e-learning are explored in this empirical paper. It is hypothesized that key variables derived from the theories of planned behaviour and instructional design – general-person characteristics, motivation to learn, general and task-specific self-efficacy, situational barriers and enablers, and instructional design characteristics – will predict participation in e-learning. Using structural equation modelling, we find statistical support for the overall theoretical model proposed. We discuss the implications for practice.

In the implementation of Republic Act No. 10533, the Enhanced Basic Education Curriculum of 2013 or the K to 12 program problems such as lack of learning materials has become a burden not only to students but teachers. Due to this problem, students' low achievement and performance in science have been documented for years. Thus, this study was conducted to develop a learning module in biology for senior high school students. Biology is essential to students' holistic education, improving student performance in this subject is important. As such, the study assesses students' performance in areas such as biological molecules, energy transformation, genetics, and evolutionary relationships. The research also assesses how teachers use learning activities to meet performance standards in each area. It also evaluated the school heads/science coordinators and teachers on the effectiveness of the learning activities and discovered significant differences between the two groups. Descriptive method of research was adopted to collect data using a researcher-made questionnaire, interviews, and documentary analysis. Based on the findings, the students performed very satisfactory in energy transformation, while satisfactory in biological molecules, genetics, and evolutionary relationships. The results also showed that teachers utilized video presentations, brainstorming, and illustrations to help students meet the performance standards in various areas of biology. Thus, school heads and teachers considered video presentations and brainstorming as effective learning activities in biology classes. Moreover, the research also found a significant difference in the effectiveness of the learning activities between school heads and teachers. Furthermore, learning module consisting of learning competencies, objectives, varying learning activities, pre-test and post-test was designed to enhance students' performance in biology.