Talent development from a learning resource perspective: Testing the law of the minimum

Learning and teaching.

The majority of the learning analytics research focuses on the prediction of course performance and modeling student behaviors with a focus on identifying students who are at risk of failing the course. Learning analytics should have a stronger focus on improving the quality of learning for all students, not only identifying at risk students. In order to do so, we need to understand what successful patterns look like when reflected in data and subsequently adjust the course design to avoid unsuccessful patterns and facilitate successful patterns.

A growing number of countries has a strong interest in assessing the quality of their talent-support systems. We propose combining two relevant conceptual frameworks – hemerotopes and the learning and educational capital approach – to better achieve this end. Hemerotopes provide qualitative categories for assessing the degree to which countries have transformed environments to support talent development. We postulate six different hemerotopes, distinguished by two dimensions: the degree of support for talent development and the outcomes of the talent development process. The six hemerotopes range from atopes (no support of talent development and no outcomes of talent development) to megatopes (very high support of talent development and outstanding outcomes of talent development). Thus, among the different types of hemerotopes, the number of megatopes plays an especially important role when it comes to assessing the quality of a country’s talent-support system. The learning capital approach, then, facilitates the comparative analysis of the quality of hemerotopes. In this approach, endogenous and exogenous learning resources are distinguished, making it possible to analyze simultaneously the learning resources available in a hemerotope as well as individuals’ capacities to use these environmental resources.

System theories postulate that a system needs resources in order to evolve and function as an entirety. According to the actiotope model of giftedness, exogenous and endogenous resources needed to develop excellence include five forms of educational capital (economic, cultural, social, infrastructural, and didactic) and five forms of learning capital (organismic, telic, actional, episodic, and attentional), independent of domain and level of talent development. In three studies, we addressed several blind spots in the empirical basis of the educational and learning capital (ELC) approach. The studies were conducted in different domains, with different samples, and on various levels of talent development, as well as with regard to different functions for which resources can be used. Study 1, comprising 365 sixth graders, showed that ELC have an incremental validity beyond IQ for predicting scholastic achievement. In study 2 with 90 women holding a university degree in science, technology, engineering, and mathematics (STEM), we provide evidence that in the collegiate actiotopes of women who were later successful in STEM, more ELC had been available and was used to serve different functions than in the actiotopes of less successful women in STEM. In study 3 with 74 long-distance runners, we found a similar pattern of results for different achievement levels in an athletics domain.

Regulatory processes are pervasive on many levels in talent development, yet neither a systematic analysis of their role in talent development let alone a comprehensive model have been presented to date. The aim of this article is to demonstrate the diversity and complexity of regulatory processes in talent development and to provide a conceptual framework. The proposed nonagonal framework of regulation in talent development (NFRTD) distinguishes nine dimensions for the analysis of regulation in talent development: regulatory network (neutral, co-operative, competitive, hybrid, and panarchic), regulatory function (homeostasis and homeorhesis), control type (external, internal-automatic, and internal-controlled), regulatory type (open-loop control and closed-loop control), regulatory form (iterative and recursive), regulatory activities (preventive, detective, and corrective), regulated structures (exogenous and endogenous learning resources), regulatory side-effects (neutral, synergetic, destructive, catalytic, exploitative, and allostatic), and regulatory externalities (neutral, iatrogenic, and autocatalytic). The last section discusses the status of the nonagonal framework and hints at some fields of application.

Abstract
 
 This study aims to determine the ability of teachers to use the school library as a learning resource in SD Negeri 1 Bade, Klego District, Boyolali Regency. This research is a school action research. The research was conducted at SD Negeri 1 Bade, Klego District, Boyolali Regency. The research subjects were elementary school teachers from class I to class VI. The research procedure uses two cycles. Data analysis techniques using descriptive analysis techniques. The indicator of achievement of the success rate with a minimum score of 75% of teachers shows high activity in participating in Focus Group Discussions for the use of the School Library as a learning resource, at least 75% of teachers give a high response to coaching with the Focus Group Discussion for the use of the School Library as a learning resource and at least 75% of teachers are able to create learning scenarios by utilizing the School Library as a learning resource. The results of this study indicate that through Focus Group Discussions can improve Teacher Ability to Utilize School Libraries as Learning Resources, this is because through Focus Group Discussions they feel that they receive input and know the shortcomings in implementing Utilizing School Libraries as Learning Resources. Based on the results of the study, it can be seen that through Focus Group Discussion, the ability of teachers to use the school library as a learning resource at SD Negeri 1 Bade, Klego District, Boyolali Regency, 2017/2018 Academic Year. Thus, it can be concluded that through Focus Group Discussion can improve the ability of teachers to use the school library as a learning resource at SD Negeri 1 Bade, Klego District, Boyolali Regency.
 
 

Abstract
 
 This study aims to determine the ability of teachers to use the school library as a learning resource in SD Negeri 1 Bade, Klego District, Boyolali Regency. This research is a school action research. The research was conducted at SD Negeri 1 Bade, Klego District, Boyolali Regency. The research subjects were elementary school teachers from class I to class VI. The research procedure uses two cycles. Data analysis techniques using descriptive analysis techniques. The indicator of achievement of the success rate with a minimum score of 75% of teachers shows high activity in participating in Focus Group Discussions for the use of the School Library as a learning resource, at least 75% of teachers give a high response to coaching with the Focus Group Discussion for the use of the School Library as a learning resource and at least 75% of teachers are able to create learning scenarios by utilizing the School Library as a learning resource. The results of this study indicate that through Focus Group Discussions can improve Teacher Ability to Utilize School Libraries as Learning Resources, this is because through Focus Group Discussions they feel that they receive input and know the shortcomings in implementing Utilizing School Libraries as Learning Resources. Based on the results of the study, it can be seen that through Focus Group Discussion, the ability of teachers to use the school library as a learning resource at SD Negeri 1 Bade, Klego District, Boyolali Regency, 2017/2018 Academic Year. Thus, it can be concluded that through Focus Group Discussion can improve the ability of teachers to use the school library as a learning resource at SD Negeri 1 Bade, Klego District, Boyolali Regency.
 
 

Bidaurrazaga-Letona, I, Lekue, JA, Amado, M, and Gil, SM. Progression in youth soccer: Selection and identification in youth soccer players aged 13-15 years. J Strength Cond Res 33(9): 2548-2558, 2019-The aim of this study was to identify the factors that are important for the identification and selection of young soccer players. Ninety-four adolescent soccer players from the under-13 (U13; age = 12.3 ± 0.3 years; n = 50) and under-15 (U15; age = 14.0 ± 0.2 years; n = 44) categories belonging to a professional club participated in the study. Anthropometric measurements, physical tests (sprint, agility, endurance and jump), and maturity status (age at peak height velocity) were recorded over 4 seasons. Comparisons were performed among new players joining the club (Enter players, n = 15), players progressing to the next age category (Club players, n = 54), and players leaving the club (Deselected players, n = 25). A 2-way repeated measures analysis of variance (ANOVA) was performed to determine if significant differences existed between groups and testing time. Better physical performance and improvements observed during the season in performance were found to be one of the main factors for U13 players to continue in the club (p < 0.05-0.001). In the U15 group, although body size, maturation and physical performance appeared to be the most important characteristics for being identified to play in the club (p < 0.05), Club players demonstrated better improvements during the season (p < 0.05). Overall, these results indicate that the identification or promotion of players by coaches depends on indicators which are age-dependent. Therefore, this study has shown that the talent identification program was more a selection process than a promotion process, selecting and identifying a posteriori rather than a priori.

Recent advances in the development of 'electronic teaching support systems' make it more attractive to embrace such emerging technology in the conventional teaching programme. Mechanical Engineering subject areas require extensive laboratory activities where teaching and the resources available need to be used optimally to produce engineers with the right skills and knowledge. It is for this reason that attempts are being made throughout the World to include electronic support into the laboratory environment to make learning more effective. This paper undertakes a study to compare two different methods of integrating electronic resources into the conventional laboratory teaching in engineering education and describes the learning experience of two groups of students using each system. Two groups of students were carefully selected to ensure they had the same learning abilities (similar average marks and standard deviations) and each was asked to learn an engraving operation using a CNC machine. The resources available were a facilitator, computer simulation software and the CNC machine. Each group was asked to approach the learning tasks differently. The first group of students (Group 1) were asked to learn the engraving operation using a computer simulation of the engraving operation and were encouraged to carry out actual exercise on a CNC machine in parallel with the simulation. The role of the facilitator was to explain various operations on the simulation software as well as help students on actual machines. The second group of students (Group 2) were exposed to the simulation in a classroom environment which was followed by the entire procedure being explained by the facilitator on a CNC machine within the laboratory environment. The learning experience in this case was sequential in that the learning resources were used in series for the 'Group 2' students. Evaluation tests were used to measure the performance of each group after the exercise. It was apparent from the evaluation reports that the group experiencing the parallel provision of resources achieved a better overall learning rate than the sequential or series group. It is felt this may be answered in two ways: The group receiving parallel input of information had an instant means of self evaluation of progress by comparing performance to the simulation whereas the sequential group had no reference or benchmark. The second reason could be the break in concentration and the 'loss factor' in the transfer of 'classroom knowledge' to the laboratory. Even a short break, or minimum distraction, is sufficient to disrupt the level of concentration and so in-depth learning and memory retention is hampered. Keywords: Computer Technology, Milling C.N.C Machine, Auto Cad Software, C.N.C Program

The aim of this study was to determine the validity of the LLEHUREDE (Lifelong Learning and Human Resource Development) scale as an instrument to measure thoughts, beliefs and attitudes that monitor emotional components relevant to the relation between lifelong learning and human resource development and its impact on people's careers and their professional choices within a Greek sample of enterprises. Initially, it consisted of 80 items concerning 8 conceptual sub-scales, which measured workers' attitudes concerning their understanding and emotions towards lifelong learning and human resource development including: awareness of lifelong learning, attitudes towards educational, vocational and development policies, culture of lifelong learning, business strategy, value system and ethical perceptions, evaluation policy of participation in educational programmes, trainee's orientation towards lifelong learning, emotional identity of trainee, and contemporary trends of lifelong learning. In particular, this research study presents the responses of 87 Greek employees, managers and employers from different enterprises in Greece. The results provide the final scale, which consists of 42 items from the initial LLEHUREDE Scale and for which the factorial validity was strongly verified.

BackgroundMedical students have access to a wide range of learning resources, many of which have been specifically developed for or identified and recommended to them by curriculum developers or teaching staff. There is an expectation that students will access and use these resources to support their self-directed learning. However, medical educators lack detailed and reliable data about which of these resources students use to support their learning and how this use relates to key learning events or activities.ObjectiveThe purpose of this study was to comprehensively document first-year medical student selection and use of online learning resources to support their bioscience learning within a case-based curriculum and assess these data in relation to our expectations of student learning resource requirements and use.MethodsStudy data were drawn from 2 sources: a survey of student learning resource selection and use (2013 cohort; n=326) and access logs from the medical school learning platform (2012 cohort; n=337). The paper-based survey, which was distributed to all first-year students, was designed to assess the frequency and types of online learning resources accessed by students and included items about their perceptions of the usefulness, quality, and reliability of various resource types and sources. Of 237 surveys returned, 118 complete responses were analyzed (36.2% response rate). Usage logs from the learning platform for an entire semester were processed to provide estimates of first-year student resource use on an individual and cohort-wide basis according to method of access, resource type, and learning event.ResultsAccording to the survey data, students accessed learning resources via the learning platform several times per week on average, slightly more often than they did for resources from other online sources. Google and Wikipedia were the most frequently used nonuniversity sites, while scholarly information sites (eg, online journals and scholarly databases) were accessed relatively infrequently. Students were more likely to select learning resources based on the recommendation of peers than of teaching staff. The overwhelming majority of the approximately 70,000 resources accessed by students via the learning platform were lecture notes, with each accessed an average of 167 times. By comparison, recommended journal articles and (online) textbook chapters were accessed only 49 and 31 times, respectively. The number and type of learning resources accessed by students through the learning platform was highly variable, with a cluster analysis revealing that a quarter of students accessed very few resources in this way.ConclusionsMedical students have easy access to a wide range of quality learning resources, and while some make good use of the learning resources recommended to them, many ignore most and access the remaining ones infrequently. Learning analytics can provide useful measures of student resource access through university learning platforms but fails to account for resources accessed via external online sources or sharing of resources using social media.

In principle, there could be STEMM talent everywhere if there were sufficient and adequate opportunities and learning resources everywhere. The reality, however, is that the likelihood of developing one's talent in STEMM is tied to membership in social groups. In this contribution, we explore the implications of this statement with multiple examples for different social groups and for different stages of talent development. We propose an educational framework model for analyzing equity gaps in STEMM talent development that identifies and systematizes the unequal and inequitable distribution of resources and opportunities as the proximal cause of the emergence of such equity gaps. Furthermore, we discuss important aspects for closing equity gaps in STEMM talent development. We argue that-similar to public health approaches-the focus in establishing equity in STEMM talent development should be on prevention rather than intervention. We discuss the importance of the cooperation of societal subsystems and argue for the use of adequate methods of disparity detection for creating equal opportunities. We also outline why preventive strategies are crucial for the creation of resource parity and explain why outcome standards should be considered obligatory.

Students must be able to utilize learning resources properly to improve academic achievement. Students can be grouped based on the learning resources they use frequently. Grouping results are helpful for lecturers in designing, evaluating, and analyzing learning in the classroom. This research aimed to implement the K-Means algorithm to classify student learning resources and determine which learning resources determine which groups. The population of this research were students of the Mathematics Education study program at Mulawarman University who are still taking courses. At the same time, the sample were active students from classes 2019, 2020, 2021, and 2022 of the Mathematics Education Study Program at Universitas Mulawarman who were still taking courses and were willing to fill out the questionnaire, namely as many as 111 Students. The data analysis used was clustering analysis using the K-Means algorithm with the Elbow method. New dummy data was formed from learning resource data because it was multiple choice. Based on the results, three main groups were obtained according to the use of learning resources. The learning resources that determine the distribution of groups were electronic books and journals. The first group used electronic books and journals, while the third group did not use either. While the second group only used electronic books. The Silhouette value for this cluster model was 0.615. The classification was classified as good.

Even before the COVID-19 pandemic, the demand on the e-Learning solutions was in continuous growth and was adopted widely by schools, universities and other educational institutions as well as by individual people exceeded (e.g. a language application on the smartphone) or products (e.g. an interactive tutorial in a game). The COVID-19 pandemic made the demand on the e-Learning solutions even higher and forces people worldwide, especially in the countries that are severely affected by the pandemic, to rely on those solutions as the only way that allows the learning process to continue. The shutdown of educational institutes and the lock-down stopped the human interactions which is essential for people to learn and develop themselves, especially for children and youth. Moreover, staying at home made people in general, and youth in particular less physically-active, in societies that were already facing challenges regarding the physical-activity of youth. These are accompanied by emotional trouble. Therefore, e-Learning solutions should be extended to address those issues. This paper presents an e-Learning platform that helps school students to continue their learning at home and to enrich this experience as well as to stimulate human interactions between them. It integrates different learning resources (e.g. books, laboratories, games, quizzes). The teachers can easily add new learning resources and share them with a specific student, group of students, class or with all the students of the platform. Students, can easily ask access to resources from teachers and to ask them to add additional resources to the platform. The platform enables teachers to track the evolution of each student, but also the evolution of a group of students or a class. In addition, the platform encourages students to execute physical exercises. On a daily basis, during the first class, the students will execute multiple indoor physical exercises that are provided by the platform through a game. The platform tracks the evolution of each student and provide a feedback regarding their performances. It enables teachers to visualise in real time the performance of the students and to provide guidance. Some exercises need collaboration between students to achieve a specific target in the game. To access the platform each student has a student-account and each teacher has a teacher account. Compared to the student-account, the teacher-account grants teachers access to additional tools and gives them additional privileges. Both types of accounts integrate a user profile that contains personal information about the user, his/her preferences and additional useful information (e.g. weigh, height). Some information in each student-user are automatically updated after each game, quiz and exam. The platform is multilingual and supports multimodal interactions. It integrates different adaptive and customisation features. The platform adapts its design and content according to the grade of the student and his/her preferences. Moreover, the platform adapts the level of the quizzes according to the knowledge level of the student in the topic (does not apply on the quizzes initiated by a teacher). The levels or durations of some physical exercises are adapted to the physical condition and previous performances of the student. Finally, the platform monitors the emotional status of the student and suggests different activities according to the emotional status of the student.

Over the past years, higher education institutions have been exploring different mechanisms to adapt their learning and teaching practices to increase students’ engagement. One of the proposals has been to reuse Massive Online Open Courses (MOOCs) as Small Online Private Courses (SPOCs), or as complementary resources in traditional courses through blended learning practices, such as flipped classroom. However, the integration of online courses as a complement to face-to-face courses poses some challenges. First, students are not used to such blended learning approaches and it is generally difficult for teachers to motivate them to access online resources for the preparation of face-to-face sessions. Second, students are not used to the dynamics of blended learning scenarios, which are less teacher-centered and require their active participation. We propose the use of the mobile application MyMOOCSpace (MMS) to meet these challenges and increase students’ motivation and use of learning resources in blended learning courses that use SPOCs as a complement. MMS is a mobile learning application based on gamification mechanisms to promote collaboration and motivation of students in the use of digital resources as a complement to blended learning courses. In this paper, we present the results of a quasi-experiment in a blended course with 294 students that uses a SPOC as a complement, with the aim to assess the effect of MMS on students’ motivation and learning resources consumption. In particular, the behavior of two groups of students with the main digital resources of the SPOC (videos and formative assessments) was analyzed: one using the MMS (GTest group), and the other not using MMS (GTrad group). The results suggest that the use of MMS had a positive correlation with the videos consumption, besides increasing student’ interaction with assessment exercises in the SPOC.