Learning Cycle Research Articles

USLC: Universal self‐learning control via physical performance policy‐optimization neural network

AbstractThis article proposes an online universal self‐learning control (USLC) algorithm based on a physical performance policy‐optimization neural network, which aims to solve the problem of universal self‐learning optimal control laws for nonlinear systems with various uncertain dynamics. As a key system characterization, this algorithm predicts the discrepancy between the optimal and current control laws by evaluating overall performance in each iterative learning cycle, leveraging an offline‐trained universal policy network. This approach is universal, as it does not rely on an exact system model and can adaptively control performance preferences across various tasks by customizing the physical performance cost weights. Using the established control law‐performance surface and contraction Lyapunov function, the necessary assumptions and proofs for the stable convergence of the system within a three‐dimensional manifold space are provided. To demonstrate the universality of USLC, simulation experiments are conducted on two different systems: a low‐order circuit system and a high‐order variable‐span aircraft attitude control system. The stable control achieved under varying initial values and boundary conditions in each system illustrates the effectiveness of the proposed method. Finally, the limitations of this study are discussed.

How action learning broke down silos, built referent power, and created sustainable capability building

This paper presents a case study of how technology support moved from being a just in time (JIT) help service to developing capability and capacity building through a process of building digital self-efficacy (DSE). By active membership of the UNSW Online Learning and Innovation Community of Practice (OLI CoP) a process of action learning cycles was undertaken in partnership to focus on pedagogy ahead of technology. By doing so, a scalable change process was initiated that brings the coalition of the willing into being core university influencers. As a result, the academics see technology become embedded into their pedagogical practice rather than a tool alone. This case provides insights from the key learnings which have, in turn, enabled a new model of technology support delivery. This model has also provided career growth opportunities for both academics and the educational technology services (ETS) team, while also supporting student learning.

Algorithmic media use and algorithm literacy: An integrative literature review

Algorithms profoundly shape user experiences on digital platforms, raising concerns about their negative impacts and highlighting the importance of algorithm literacy. Research on individuals’ understanding of algorithms and their effects is expanding rapidly but lacks a cohesive framework. We conducted a systematic integrative literature review across social sciences and humanities (n = 169), addressing algorithm literacy in terms of its key conceptualizations and the endogenous, exogenous, and personal factors that influence it. We argue that existing research can be framed in terms of experiential learning cycles and outline how this approach can be beneficial for acquiring algorithm literacy. Finally, we propose a future research agenda that includes defining core competencies relevant to algorithm literacy, standardization of measures, integrating subjective and factual aspects of algorithm literacy, and task- and domain-specific approaches.

CONTINUAL LEARNING—THE KEY TO COMPETITIVE SUCCESS

AbstractThe author, a business school professor, former attorney, and Chief Executive Officer/CEO, writes that “the best leaders are lifelong learners, cultivating their personal gardens and drawing valuable lessons from each season’s experience.” He references such organizational thinkers as Richard Cyert, James G. March, Chris Argyris, Donald Schön, and Peter Senge, and notes the Darwinian aspect of learning within organizations. He also quotes an additional theorist/author, Margaret Wheatley: “You cannot change a living thing from the outside. You can only disturb it, so it changes itself.” He notes the importance of keeping a learning journal, referencing both his own long‐time example, and that of Dr. Ash Tewari, “one of the pioneers of robotic surgery.” He also notes the importance of questions, and writes about their different usages based both on his experience as an attorney, and as an executive. There is “a science to asking questions that are likely to generate real insights.” A major part of the article is about strategic learning, which involves four steps that move in a cycle. In his words, they are Learn, Focus, Align, and Execute. He further explains: “Then you loop back to the Learn step, thus creating a cycle of ongoing learning and adaptation.”

Team roles and challenges in experiential learning in sustainability accounting education: A four-stage learning cycle

ABSTRACT This study aims to provide insights into the process of team-based experiential learning in a sustainability accounting course. A case study of a postgraduate course on material flow cost accounting at a German university was applied. Data were collected from learning journals and in-depth interviews. The findings provide insights into the process of team-based experiential learning. The process is indicated by four team roles of students: interpersonal, information, analytic, and action roles, which move around the four-stage learning cycle. Six challenges in students' experiential learning in teams were found at different stages: the characteristics of team dynamics, the selection of relevant information from the case, confusion and frustration, connecting information in a meaningful manner, time constraints, and the increasingly complex level of the tasks. The study contributes to the accounting education literature and experiential learning literature by extending knowledge about team roles and learning challenges around the learning cycle. Practical implications for educators are discussed to facilitate team-based experiential learning toward sustainability education. These include the adoption of educator role profiles to support students' learning, the creation of a safe learning space for students, and the design of experiential learning activities on the foundation of four-stage learning processes.

Improving Critical Thinking using a Guided Inquiry Approach assisted by PhET Simulations in Wave Material

This research shows that using guided inquiry with PhET simulations significantly improves students' critical thinking skills. In this study, Classroom Action Research (Penelitian Tndakan Kelas) method was used with the participation of 39 students of Class XI IPA 3 SMAN 6 Tangerang Regency. Data collection spanned three learning cycles comprising planning, action implementation, observation, and reflection. outcomes consistently showed progress across cycles, with the average score on critical thinking tests rising from 65 pre-intervention to 80 by the third cycle. Moreover, the percentage of students achieving a "Very Good" rating increased significantly from 10% to 20% in cycle III. Observations highlighted heightened student engagement and underscored the pivotal roles of teacher and peer feedback in advancing critical thinking skills. Consequently, the guided inquiry method complemented by PhET simulations effectively cultivated a vibrant and efficacious learning atmosphere that fostered students' critical thinking capabilities.

The Effect of Learning Cycle 5E with Animation Media at Student Activities and Learning Outcomes

This study aims to determine the effect of application of Cycle 5E learning model with animation media at learner activities and learning results. The sample was taken by random sampling of 32 learners at experiment and control room. The research was carried out by providing pre-check, after which learning material by nonelectrolyte and electrolyte solutions were applied with the Cycle 5E learning model with animation media at experiment room and the Conventional model at control class, then the posttest. From statistic processing, the following results were obtained: the average activity of learners at the experiment room was 89.76 and the control room was 80.55 with > or 4.59>1.67. The average learning outcome of learners at the experiment room was 81.71 and the control room was 72.96 with > or 5.57>1.67. Correlation between learner activities and learning results of experiment room learners at the calculation rcount Retrieved rcount=0.583 While rtableat α=0.05 (N = 32) is 0.349. With an index determination of 0.33 with a percentage of 33%. This means that there is a correlation between learner activities and learner learning results learned by the Cycle 5E learning model with animation media at material by nonelectrolyte and electrolyte solutions.

Effectiveness Discovery Learning and Learning Cycle 5E Integrated Virtual Lab on Learning Outcomes in Acid-Base

This study was conducted to determine the effectiveness of the Discovery learning and Learning Cycle 5E learning models and to see the differences in academic performance from the two models. The method used is experimental. The population in this study were students of class XI Science at SMAN 17 Medan and the samples were class XI Science 4 as experimental class 1 and XI Science 3 as experimental class 2. The research results show that the Discovery Learning model is effective in improving academic performance as evidenced by the average N-gain value of 0.759 in the high category, the Learning Cycle 5E model is effective in academic performance as evidenced by the average N-gain value of 0.751 with high category and there is a significant difference in the academic performance of students who are taught using the Discovery Learning and Learning Cycle 5E models integrated with virtual labs on acid-base material as proven by carrying out by Independent Sample T-test so the output can obtained value of sig is 0.011<0.05.

Research and Practice on the Design of Online Learning Activities for Distance Education Oriented Towards Deep Learning

Based on Five-stage model, Deeper Learning Cycle (DELC), and other related theories, This study focused on the design of online learning activities. It explored and implemented a framework for designing online learning activities aimed at deep learning. The learning process was divided into four stages: preparation, information exchange, knowledge construction, and knowledge development. The activity design was driven by tasks, problems, or projects, with difficulty progressing in stages. It emphasized feedback and reflection, providing necessary learning support to help students in distance education optimize their learning experience, gain a deep understanding of knowledge, and improve higher-order thinking skills. Ultimately, this could enhance the teaching quality of online courses.

Play as practice? Comparative analysis of preparation period and match adjustments in a basketball team's performance.

In basketball, successful performance relies on the optimal use of top-down strategic guidance by coaches and bottom-up adjustments by players, requiring a preparation plan consistent with match demands. The aim of this study was to analyze the strategic-tactical tendencies between a basketball team's preparation and match performance phases for a U16 men's national team during a continental tournament. The team was composed by 12 players (aged 16 ± 0.4) with at least three years of participation in basketball competitions. Data from team strategy (the playbook), team practices, and match performance were integrated through a common set of variables in a decision support framework, the Team Learning Cycle (TLC). The influence of situational variables with respect to preparation and match performance consistency and efficiency was also investigated. The preparation phase significantly emphasized small-sided games focused on group-tactics-based attacks, combining offense and defense, usually in the set offense. During the matches, the set offense was also significantly prioritized. The frequency of group-tactics-based attacks increased relative to team plays from the group phase to the elimination phase (p < 0.05). Efficiency generally improved during close matches, suggesting successful team strategy learning and tactical autonomy from preparation to matches. Using consistency and efficiency together provided for an effective evaluation of a team's preparation-performance relationship. This evidence underscores the importance of sensitive monitoring methods for establishing accurate associations between preparation and performance. Coaches can use this systematic procedure to critically examine their use of preparation time relative to match performance. Additionally, basketball managers may find that TLC-related evidence supports evaluating coaches' multi-dimensional skills from a broader perspective than simply winning rates, offering a more objective and comprehensive assessment of coaching effectiveness.

Let’s Get Walking: Establishing Workplace Walking Groups in a regional Public Health Department

Abstract Maintaining staff health and wellbeing (HWB) is an ongoing priority for the Department of Public Health HSE Dublin and Midlands (PHD). This is particularly important in the context of an ongoing programme of reform for Public Health in Ireland. To support this priority, in November 2023 a pilot Workplace Walking Groups initiative was established to increase workplace physical activity and build team relationships. The initiative was designed following staff feedback on team HWB initiatives in September 2023. The Model for Improvement (which includes the Plan-Do-Study-Act cycle) was used to take a structured quality improvement approach to the development and evaluation of the 4-week pilot, led by the PHD HWB Committee. Staff joined across 3 sites. Lunchtime walks were arranged for 1-2 days per week. WhatsApp groups and email supported group communication. Quantitative data on registration and attendance were collected via Microsoft Excel. A virtual focus group was arranged to gather participant feedback, which was analysed into themes. Group registration (n = 10, n = 9, n = 5) and weekly attendance varied by site (n = 10, n = 9, n = 5). Key benefits noted by participants included physical activity, building relationships with colleagues, and getting fresh air. The main barrier was the impact of work schedules on attendance. There was broad support for re-establishment of Workplace Walking Groups for 2024. This pilot Workplace Walking Groups initiative achieved its dual aim of increasing physical activity and social connection among staff. Learning from this pilot informed the launch of a 3-month Walking Groups term for Spring 2024. The initiative is now established practice and is a component of the Department’s blended working policy, being a feature of on-site working days. Key messages • Our successful pilot Workplace Walking Groups project has translated into a sustainable health and well-being initiative for staff, during a time of ongoing reform across Public Health in Ireland. • A structured approach to designing and implementing staff health promotion initiatives is crucial to support the cycle of learning and improvement, and to sustain change over time.

7.Q. Round table: Developing public health workforce in the European Region. Cases of Ukraine, Georgia, and Azerbaijan

Abstract In the dynamic landscape of public health, World Health Organization Regional Office for Europe (WHO) and the Association of Schools of Public Health in the European Region (ASPHER) have devised the European competency framework and the roadmap to professionalizing public health workforce (PHW) in the European region aiming to guide stakeholders with competency standards and actionable recommendations for strengthening PHW. This workshop presents actions taken in Azerbaijan, Georgia, and Ukraine to strengthen their public health workforce, showcasing how mentioned tools can be effectively applied in different contexts. The workshop aims to equip participants with practical strategies and tools to enhance the professionalization of the PHW, ultimately contributing to improved public health outcomes across the region. In Ukraine, public health system faces multifaceted challenges, ranging from epidemics to war. In 2019, Ukraine piloted a Competency Framework with key stakeholders, incorporating competencies missing in job descriptions for public health specialists. Subsequently, a review of educational programs for master’s degrees in public health was conducted. Based on the Competency Framework, the first state qualification exam for master’s in public health was introduced in 2021. Guided by the Roadmap, a PHW situational analysis was conducted by the WHO Country Office, and the elaboration of a national programme for the PHW development is close to completion. Furthermore, recognizing the need for capable public health leaders, a national Public Health Leadership Programme has been initiated based on the Competency Framework. In Georgia, following global trends, in 2023 the Ministries of Internally Displaced Persons, Labour, Health, and Social Protection planned to prepare a comprehensive public health human resource strategy, based on the Competency Framework, which has led to the development of a number of policy processes and platforms, including a public health human resources survey to get a better understanding of the composition of the public health workforce in the country. In Azerbaijan, within the framework of the Azerbaijan Pandemic Response Project initiated in 2022, the WHO Country Office has actively sought to bolster the capabilities of the public health workforce. Utilizing the Competency Framework, a detailed self-assessment tool was developed, enabling both current public health professionals and students to evaluate their skills across various competencies. Alongside, a Professional Learning Plan was crafted to support a holistic learning cycle of Public Health Champions, which guides them through stages of identifying learning needs, engaging in relevant activities, and critically assessing the outcomes. Each presentation will offer valuable insights for European countries on how to strengthen public health workforce, how to adapt the tools to serve national priorities, and to foster collaboration among stakeholders. Key messages • The workshop aims to equip participants with tools designed by the WHO and ASPHER to enhance the professionalization of the PHW across the region. • The workshop will contribute to exchange of PHW professionalization practices at the European level by raising awareness among the audience of how the specific tools can be used in different contexts. Speakers/Panelists Nataliia Piven WHO Country Office in Ukraine, Kyiv, Ukraine Elene Godziashvili National Center for Disease Control and Public Health, Tbilisi, Georgia Halil ibrahim Durak WHO, Baku, Azerbaijan Olga Aleksandrova WHO Country Office in Ukraine, Kyiv, Ukraine Karolina Airapetian WHO Country Office in Ukraine, Kyiv, Ukraine

STEM-Project based Learning in Physics Concept of Measurement to Enhance High School Students' Scientific Literacy

Students' scientific literacy in understanding physics concepts still needs to improve. This study aims to determine scientific literacy using STEM Project-based Learning (PjBL) in learning physics, especially measurement concepts. The study used the Classroom Action Research (CAR) method with the Kemmis and McTaggart model, including planning, acting, observing, and reflecting. The subjects were students in the tenth grade of SMA Negeri 8 Yogyakarta for the 2023/2024 academic year, consisting of 33 students. The data collection techniques and instruments used a written test with three questions describing scientific literacy, observation, and documentation. STEM-PjBL through project activities carried out in two learning cycles. In the first cycle, the teacher implemented a project for making posters regarding measuring instrument specifications, while in the second cycle, there was a project for making miniature measuring instruments. After the first cycle, students' scientific literacy increased to 0.48 with a moderate category. In the second cycle, it increased to 0.68. Using STEM-PjBL is thought to have just a modest improvement. These results underline the potential of STEM-PjBL as a fundamental teaching tool to improve students' scientific literacy as they show how well it fosters a strong awareness of physics ideas. Future studies could examine the effects of STEM-PjBL on more scientific ideas or within varied educational environments.

Studio as a Catalyst for Incremental and Ambitious Teacher Learning

This article explores how the practice-focused Studio professional learning (PL) model can provide incremental and ambitious teacher learning opportunities. We argue that when the model’s structures and practices are grounded in ambitious and equitable teaching, they catalyze incremental teacher learning. Studio, like lesson study, supports teachers in considering the entailments of lessons, focusing on the live shared enactment to strengthen teaching and learning through collaborative analysis and reflection. To build our argument, we drew from two Studio projects that had shared structures of cycles of learning and routines, as well as shared practices of using rich representations and collective interpretations of teaching. While both projects’ structures and practices take up ambitious and equitable teaching, they use different routines and attend to different features of equitable teaching. Building on a history of PL models, such as lesson study, which use similar structures and practices as powerful catalysts of teacher learning, we argue that Studio’s structures and practices can catalyze teachers’ incremental learning of ambitious and equitable teaching. We discuss the implications for future research based on this argument and for those leading PL.

Development of E-LKPD Based on 7E Learning Cycle to Stimulus Students’ Complex Problem-Solving and Self-Efficacy

The research conducted aims to describe e-LKPD based on the 7E learning cycle that is valid, practical, and effective in stimulating complex problem-solving (CPS) and student self-efficacy (SE). The research method used is Design and Development Research (DDR) consisting of analysis, design, development, and evaluation. After the e-LKPD was designed based on the results of an analysis of teacher and student needs, a product feasibility test was carried out with three experts and obtained valid results in aspects of media and design, content, and construction. Furthermore, the e-LKPD was tested for practicality with aspects of learning implementation, readability tests, and student responses which obtained very practical results. Furthermore, the effectiveness test using the N-Gain test, difference test, and paired test showed that there was a significant difference in the increase in CPS and SE in the experimental class and the control class and there was a significant increase in CPS and SE in the experimental class which was categorized as quite effective. Therefore, the e-LKPD based on the 7E learning cycle that has been developed has obtained valid, practical, and effective results for stimulating students' CPS and SE.

The role of variable retrieval in effective learning

Current research on memory indicates that learning is most effective when it involves spaced retrieval practice of study materials. Here, we investigated whether the benefits of both retrieval practice and spacing can be further boosted when variability is introduced across practice sessions. Across six experiments, participants learned translations of foreign vocabulary, with foreign words embedded in contextual sentences hinting at the meaning of these words. These sentences were then either kept constant or varied from one learning cycle to another. Whenever repeated practice took the form of retrieval from long-term memory with contextual sentences serving as cues (with or without feedback after retrieval attempts), variable sentences led to better learning of the meanings of the embedded foreign words than constant sentences. The benefits of variable retrieval were observed both immediately after study and after a 24-h delay, and they were larger when retrieval practice was spaced rather than massed. However, these benefits were not appreciated by the learners who judged learning to be more effective with constant rather than variable cues. This metacognitive illusion, misaligning the effectiveness of learning and its appraisal by learners, was confirmed in the seventh experiment which focused on learning lecture content. Thus, while spaced retrieval practice employing variable cues clearly produces robust benefits for memory performance, such benefits may be severely underappreciated by the learners.

Bridging Experiential Learning and Spiritual Wisdom: Integrating Kolb’s Cycle with the Four Noble Truths of Buddhism

Purpose. This study aims to explore the potential integration of Kolb's Experiential Learning Cycle with the Four Noble Truths of Buddhism to offer a comprehensive framework for personal growth and transformation. Methodology. A qualitative analysis was conducted, drawing on existing literature on Kolb's learning theory and Buddhist philosophy. The study focused on identifying parallels and synergies between Kolb's four-stage learning cycle and the Four Noble Truths, elucidating how their integration could enhance understanding and application of spiritual principles in daily life. Results. The analysis revealed significant alignment between Kolb's cycle and the Four Noble Truths. Reflective observation corresponds to the acknowledgment of suffering (First Noble Truth), the identification of its causes (Second Noble Truth). Abstract conceptualization mirrors the understanding of the cessation of suffering (Third Noble Truth) through wisdom and insight into the nature of existence. Active experimentation resonates with the Noble Eightfold Path (Fourth Noble Truth), emphasizing the practical application of ethical conduct, mental cultivation, and wisdom development to alleviate suffering. The integration of Kolb's Experiential Learning Cycle with the Four Noble Truths offers a holistic approach to personal growth and transformation. By combining experiential learning with spiritual wisdom, individuals gain a deeper understanding of the causes of suffering and the path to liberation. This integrated framework provides a structured methodology for cultivating resilience, wisdom, and compassion in daily life, fostering holistic development and contributing to greater well-being and fulfillment. Conclusion. Further research and practical application of this framework holds promise for enhancing individual and collective flourishing in diverse cultural and educational contexts.

Integrating Science, Technology, Engineering, and Mathematics (STEM) into Indigenous Education for Sustainability: The Development and Implementation of a Curriculum Based on Disaster Prevention for Young Children

There are differences between Western mainstream culture and traditional Indigenous culture in the way they address sustainable development. The spirit of sustainability has been emphasized and practiced by Indigenous cultures for hundreds or even thousands of years, but it is increasingly disappearing over time due to the threat of natural disasters. It is necessary to recover this practice of sustainable development from its roots in traditional Indigenous knowledge. This study considers the possibility and utility of incorporating science, technology, engineering, and mathematics (STEM) into Indigenous education for sustainability, a topic that has not been addressed by other studies. Based on a literature review, the proposed framework and content for this study focus on Indigenous disaster prevention. The specific topic was chosen to be most relevant to young Indigenous children. STEM indicators from the US next-generation science standards (NGSS) were referenced to create the proposed STEM teaching objectives, which were designed to be specifically appropriate for Indigenous curricula and teaching activities. Additionally, the cultural curriculum model was adopted to reform the Indigenous curriculum and teaching model by utilizing the transformation and social action approaches. Finally, the five-stage learning cycle was used as the framework to implement the curriculum, intertwined with the principles of the spiral curriculum, to co-construct an instructional example of Indigenous education for sustainability for future reference.

A multi-institution longitudinal randomised control trial of speaking up: Implications for theory and practice.

Speaking up is an important yet challenging aspect of health professional communication. To overcome social-cognitive influences and improve speaking up, an intervention based on Kolb's experiential learning cycle was developed, which integrated Virtual Simulation, curriculum, and practice speaking up. The present study investigated if integrating Virtual Simulation influenced Respiratory Therapy students' ability to challenge a physician compared to a control condition at multiple time points during training. A multi-institutional longitudinal randomized control trial was conducted. Students from two schools completed a Virtual Simulation or No Virtual Simulation before classroom instruction on speaking up and an in-person simulation requiring speaking up. After three-to-six months and post-clinical placement, students completed a second simulation requiring speaking up. The student's ability to speak up and use CUS (Concerned, Uncomfortable, Safety Issue) was measured. No significant effects for the intervention were observed across time points, p>.05, with a small effect for using CUS, ϕ=.28. During the study, two unexpected findings emerged with theoretical and practical implications. The multi-institutional design created a natural experiment that allowed for the identification of instructor effects on speaking up and Bloom's Two-Sigma problem. Observations were also made related to perceptual limitations that diminish the ability to speak up. Single speaking-up interventions continue to appear to be ineffective. To substantially influence behaviour, consistent mentorship through a "champion" is likely necessary to train for and create a culture of speaking up. Training in situational awareness is also likely needed to counter human perceptual limitations in complex situations.

Online Learning from the Learning Cycle Perspective: Discovering Patterns in Recent Research

We propose a method for automatically extracting new trends and best practices from the recent literature on online learning, aligned with the learning cycle perspective. Using titles and abstracts of research articles published in high ranked educational journals, we assign topic proportions to the articles, where the topics are aligned with the components of the learning cycle: engagement, exploration, explanation, elaboration, evaluation, and evolution. The topic analysis is conducted using keyword-based Latent Dirichlet allocation, and the topic keywords are chosen to reflect the nature of the learning cycle components. Our analysis reveals the time dynamics of research topics aligned on learning cycle components, component weights, and interconnections between them in the current research focus. Connections between the topics and user-defined learning elements are discovered. Concretely, we examine how effective learning elements such as virtual reality, multimedia, gamification, and problem-based learning are related to the learning cycle components in the literature. In this way, any innovative learning strategy or learning element can be placed in the landscape of the learning cycle topics. The analysis can be helpful to other researches when designing effective learning activities that address particular components of the learning cycle.