Different Levels Of Learning Research Articles

The Role of L1 in L2 Idiom Comprehension

The present study investigated the role of first language (L1) transfer in Iranian EFL learners' second language (L2) idiom comprehension. It was also sought to understand whether there is any significant difference between learners of different proficiency levels and their use of L1 in decoding L2 idioms. To do this, the participants of different levels of language proficiency were asked to participate in this study. The L2 idioms were categorized based on their similarity to L1 into three groups of identical, similar and different. A think-aloud protocol analysis was performed and participants were asked to verbalize their thoughts as they read the target idioms in order to detect the strategies they used. The results showed that the most favoured strategy used by learners of different levels was translation. Translation to L1 (Persian) was also the most-frequent strategy in decoding similar, identical and different types of idioms. It was also revealed that generally the participants of different levels were significantly different from each other in using strategies.

Medical Surgery Leagues

Medical plastic surgery league is a group of medical students interested in plastic surgery and a professional volunteer in the area willing to share and produce knowledge. Students define their direction, and are coordinated by an board certified plastic surgeon. Students should be aware that the league is an opportunity to learn, to seek knowledge, to develop clinical and scientific reasoning, and stimulate its interaction with the community. It means strengthening and enhancement of expertise in different levels of learning. Even if they do not become plastic surgeons, students build skills that can be adapted to other conditions and situations in the future. This journal requires that authors assign a level of evidence to each article. For a full description of these Evidence-Based Medicine ratings, please refer to the Table of Contents or the online Instructions to Authors www.springer.com/00266 .

Cooperative Learning Basic Model in the Network Construction

[Purpose] It is the Network environment model that is used in this paper，in order to explore the impact of cooperative learning, cooperative learning network platform and build the main model. [Method] Through system analysis, development and design of functions, environmental test solution platform for building collaborative learning network etc., introduce experimental control network measures to explore the main modes of cooperative learning. [Results] The results show that: as the most popular online communication media, E-mail eventually becomes a natural cross-class, inter-school and inter-regional cooperation as well as transnational study of selection. To build a network of cooperative learning platform should adhere to the technical point of view, The main mode of the network cooperative learning is based on a team or task-based learning network cooperative learning.[Conclusions] Network cooperative learning can make different levels of learners in the process of completing tasks, with the network environment, breaking through the restrictions of classroom learning environment, to exchange, to communicate, to cooperate and to promote comprehensive development of the learner.

An innovative model for delivering end of life care education

IntroductionThe care of patients at the end of life and their families has had an increasing profile since the publication of the End of Life Care Strategy. A central aspect...

Exploring the relationship between organizational learning and career resilience among faculty members at Qatar University

PurposeTwo main purposes guide this study. The first is to assess the level of individual, group, and organizational learning at Qatar University (QU), and the level of career resilience among its faculty members. The second is to explore the relationships between these levels of learning at QU and the career resilience of its faculty members.Design/methodology/approachThis study is quantitative in nature and was conducted using a survey methodology as its research design. A variety of statistical techniques were utilized in this research. A multiple regression model, the Pearson production‐moment correlation coefficient (r), means, and standard deviations were used as the main statistical techniques.FindingsThe findings of this study indicated that faculty members at QU practice three different levels of learning – i.e. individual learning, departmental learning, and university learning – separately or combined in a moderately high way. Further, the results clarified that faculty members at QU perceived themselves to have a moderately high level of career resilience. In terms of the relationship between career resilience and the three different levels of learning, the results of the Pearson production‐moment correlation coefficient (r) and the coefficient of determination, R2, statistically confirmed the positive, modest, and significant relationship between career resilience and the three levels of learning combined.Originality/valueA hypothesized correlation between career resilience and organizational learning is affirmed. The results of this study confirm the feasibility of connecting two emerging frameworks, i.e. organizational learning and career resilience. Therefore, studying the organizational learning of faculty members is a device that can be used to predict the possibility of faculty members adopting the characteristics and values of a learning organization in their academic life individually or organizationally, while displaying minimal dysfunctional behavior through their career resilience.

BEYOND BLOOM’S: USEFUL CONSTRUCTS FOR DEVELOPING GRADUATE ATTRIBUTE INDICATORS

What do we want our students to learn from an experience? This is the central question that underpins learning objectives. Learning objectives attempt to describe the manifestations of learning that we would like to see by the end of a learning experience (e.g. a course or a learning module). Traditionally areas of knowledge that are the target of learning objectives are described as domains. Typically knowledge is described as cognitive, affective, or psychomotor and there are other domains such as interpersonal1-4. The domain describes the nature of the learning. Has the student learned a new cognitive process, or learned to care about something new? The organization of learning into these domains helps us to make sense of the types of knowledge that our students are learning. A domain is like a country, it defines a piece of the knowledge landscape. A taxonomy of learning attempts to map that landscape. It creates categories that describe ways of knowing. Just as a map describes the landscape using categories (e.g. roads, parks, towns), a taxonomy categorizes ways of knowing so that we can better define the manifestation of learning that we want our students to achieve. Most taxonomies are meant to be thorough maps of one domain. For example Bloom’s taxonomy describes ways of knowing within the cognitive process domain1. It attempts to categorize all of the different levels of learning in this domain. When Anderson and Krathwohl later updated Bloom’s taxonomy they added a second dimension, the knowledge dimension, which breaks apart the domain into 4 parts: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge5. Their taxonomy applies the same levels of learning (i.e. cognitive processes) to each of these four pieces of the domain. Bloom’s (or Anderson’s) do not describe everything that a student should learn. They are only meant to describe one type of learning: cognitive process. Other taxonomies map other domains and some taxonomies cut across domains.

<i>Io non ho paura:</i> Usare i film Senza Timori

This article explores ways of using Italian film sequences with students at lower levels of proficiency alongside and in a complementary fashion to a grammaroriented coursebook. It illustrates how scenes from contemporary films can be exploited to promote pragmatic awareness and extend the range of language available to the students for communication purposes. The possibilities offered by DVD technology to adapt the use of films to suit different levels of learners’ abilities are also discussed.

Using art installations as action research to engage children and communities in evaluating and redesigning city centre spaces

This paper discusses learning from a project that set out to explore how the general public perceived the value of public art in the context of urban regeneration of a city centre space. Whilst not set up explicitly as an action research project, the paper discusses the way in which participatory public art projects of this kind can be understood and valued as action research processes. The paper is set within contemporary debates about urban development and new genre public art, and is based on a project that deliberately set out to challenge and interrupt conventional ‘ways of seeing’ about urban design and redevelopment and so provide a different context – a creative action space – for public involvement. The project focused particularly on the role of children and how playfulness and the input from children might activate alternative possibilities for imagining urban space as a key element to a ‘liveable’ urban realm. The paper discusses different levels of learning that arose from people’s experience and engagement with the installation and draws conclusions about the role of art in urban regeneration.

A Study of the Awareness of Online Learning among Teacher Trainees

Learning process is a special process where different levels of learners are accommodated in a learning sphere in an individualized manner. New learning environment has brought new challenges for teachers online learning differs from classroombased face-to-face teaching. On line learning can minimize the learner’s drawbacks or teacher’s drawbacks. So an effective teacher can be molded or created through on line learning facility The future world of education through online education. It is very much easier, faster, reduced the distance and is sophisticated There is no doubt, online learning will replace the traditional teaching and it fulfills the all needs of present learners. So, I was selected for this topic of awareness of online learning among teacher trainees.

China and U.S. Can Swap Ideas about Math and Science

In an era when technology and the rapid flow of information dominate every major area of economic growth, innovation and excellence in math and science are integral to any nation's long-term success. So there is a strong interest in every country in learning about best practices in math and science education. The rising economies of Asia admire U.S. scientific research and innovation and send their students to train in America's graduate schools. Yet the United States, dominant in science for most of the second half of the 20th century, is concerned that its long-term scientific capacity may be eroding; international comparisons of student achievement show that performance of American K-12 students continues to be mediocre compared with students in other countries, including East Asia. Take China as an example of an East Asian system. What can the United States learn from the Chinese system about how to produce scientific competence on a broad scale across the population? And what can China learn from the United States about producing innovation? Learning from China There are several key ways in which China, and East Asia more broadly, have been successful in producing higher student achievement in math and science. These include: National standards and aligned instruction. China has national standards in math and science that drive coherent textbook content, teacher preparation, and professional development, whereas in the United States, there is a great deal of variation in the rigor and quality of standards across educational jurisdictions. Strong core curriculum. In China, biology, chemistry, and physics, as well as algebra and geometry, are mandatory for completion of high school. In the United States, students are allowed to choose among different levels of learning, and many opt out of more advanced courses. Rigorous teacher preparation. In China, far higher proportions of science and math teachers have degrees in their discipline than their U.S. counterparts. And specialist math and science teachers are employed in the elementary schools, unlike in the United States, where most primary teachers are generalists, typically responsible for all subjects. Examinations focus students. China's education system is exam-driven. Math and science play a major role in the highly competitive entrance examinations for universities. U.S. college entry requirements are broader and do not require as much math and science competence. Time on task. Chinese schools and learning time after school are intense and focused on academics. The Chinese school year is a full month longer at the secondary level than American schools and, overall, Chinese students spend twice as many hours studying as their U.S. peers. Learning from the United States Curriculum. The Chinese curriculum, while rigorous, is overloaded with scientific facts and weak in teaching inquiry. A major curriculum reform is now attempting to remedy that, informed in part by U.S. traditions of curriculum design. …

Playing to Learn: A Review of Physical Games in Second Language Acquisition

This article focuses on the potential of competitive games involving physical movement to facilitate the acquisition of a second or foreign language and argues that such activities can promote educational development too. It first provides a critical overview of the literature on physical games in language learning. Then, it outlines our theoretical position and puts forward a flexible framework for the development of principled learning materials that are designed to make use of physical games in language lessons at all levels and for all ages. This framework is text driven, in that it treats the game as a text that provides the learners with a rich, engaging, and purposeful exposure to language in use. It is also task driven, in that it provides the learners with a physical outcome that can only be achieved through language use. This framework operates in ways designed to stimulate the multidimensional mental representation and the deep processing required for effective and durable learning. The framework is exemplified by reference to physical games we have played with language learners of different levels and ages in different cultures, and then the principles and potential benefits of these games are discussed. In our conclusion, we summarize the benefits of physical games for language learners and point out the potential benefits of physical games in all educational contexts.

Teaching in the clinical environment: Guide supplement 34.2–Viewpoint

The recent paper by Ramani and Leinster (2008) describes the various challenges for clinical teachers in the clinical environment and with the use of relevant educational theories in the clinical context provides practical teaching tips for clinical teachers. The authors have used two behaviour-based general teaching models: the Stanford faculty development model for clinical teaching and the 1-min preceptor for teachers; together with the Dundee outcomes model as a user-friendly approach to communicate learning outcomes for medical teachers. Although the information given in the guide is comprehensive and the authors have reviewed many of the challenges encountered in clinical teaching, I would like to give some general comments on the usefulness of the guide for clinical teachers and offer some suggestions in providing tips for clinical teachers. In terms of general comments, I believe the organization and content in the guide is appropriate, however, the guide could be more concise and the content significantly shortened to give clinical teachers a more user friendly version on the approach and tips for clinical teaching. In addition, the guide would be improved if the description of models and theories that addressed the same educational issues is put alongside one another instead of appearing at different points throughout the text. Furthermore, the guide will be more practical for busy clinicians if fewer theories were described. For example, it is easy to get distracted and confused in the section on ‘applying the Dundee model on teaching’ when the authors used other educational theories other than those that were described as the two main models of clinical model of teaching, making the content hard to follow at times. First, the guide would be improved if these two general educational theories were used in the application of outcomes model for teachers in the clinical environment. Second, in the abstract, although the authors stated that this guide was to concentrate on the hospital setting, there is however, little mention within the guide why the same principles could not be used in community or outpatient/ ambulatory settings. Indeed, the guide can also be used for community teaching if the tasks of a clinical teacher within the Dundee outcomes model also include community teaching as one of its tasks. Third, for the tasks of a clinical teacher, the distinction between inpatient teaching and bedside teaching is not clear to me as I often think that bedside teaching is conducted within the domain of in-patient teaching. Indeed, the issues, challenges and solutions for bedside teaching, inpatient teaching and outpatient teaching have many similarities and I wonder if these challenges and practical tips can be further simplified to have a general, easy to understand approach for them, e.g. preparation is essential, teachers should obtain timely and specific feedback, there should be observation of learners and reflection on the part of the teachers. Similarly, although there is separate description of ‘the approach to teaching’ (the second circle in the Dundee 3-circle outcome model) and ‘the clinician as a professional teacher’ (the third circle), some of the approaches to teaching have already been described in the section on ‘tasks of a clinical teacher’ which included the importance of provision of feedback, using appropriate teaching strategies for different levels of learners and modelling good, professional behaviour and selfreflection. I believe many of the challenges for teachers in the clinical environment have been described in this article adequately, and can be summarized as key challenges for teachers working in the clinical environment.

EL ESTUDIO DE LAS ETAPAS DEL APRENDIZAJE LÉXICO BASADO EN EL CATE-CIC

Taking the base of the Corpus of Taiwanese Learners of Spanish, created by Lu, and applying as special analytical instruments, we've tried to study the lexical development of the students learning Spanish as second foreign language. We've focused on the comparison of the combination of words used in different levels of learning in which we proposed a continuum for the degree of learnablity form the easiest to the most difficult as follows VPrep- V/N-Prep-N, V-Conj, V-Adv/V-N, N-Adj, V-Adj, Adj-N, N-V, Det-N. Moreover, we not only derived, in the developmental stages of learning, an order from early stage to late stage exists that comes from the orthographic type to the grammatical and then to lexical types; but we also identified that the semantic meaning appears in a stage later than the vocabulary with regard to the lexical type of the combinative words

97 – Lower neurocognitive vulnerability in schizophrenia with a history of cannabis abuse?

Reciprocal Peer Tutoring (RPT) is a form of collaborative learning that involves students of similar academic backgrounds experiencing interchanging roles of tutor and learner.Use of RPT has not been explored to the same degree as other forms of peer-assisted learning which may involve learners of different levels. The aim of this systematic review was to examine the role of RPT in health professions education in order to identify the benefits and challenges, as well as the best approach for its successful execution.A search of the literature between January 2005 and February 2016 was conducted using applicable electronic databases and snowball referencing searches. Methodological quality of the selected studies was ascertained with the use of the Critical Appraisal Skills Programme (CASP) checklist.Eight articles met the set inclusion criteria for the review. Within these it was found that RPT could potentially enhance cooperative learning, communication, metacognition and teaching skills apart from enhanced understanding of the topic under study.Whilst RPT has been found to have a positive impact upon learner experiences, further investigation is required around its use, particularly in assessing learning outcomes in health education programs.

Evolving models for medical physics education and training: a global perspective

There is a significant need for high-quality medical physics education and training in all countries to support effective and safe use of modern medical technology for both diagnostic and treatment purposes. This is, and will continue to be, achieved using appropriate technology to increase both the effectiveness and efficiency of educational activities everywhere in the world. While the applications of technology to education and training are relatively new, the successful applications are based on theories and principles of the learning process developed by two pioneers in the field, Robert Gagne and Edgar Dale.The work of Gagne defines the different levels of learning that can occur and is used to show the types and levels of learning that are required for the application of physics and engineering principles to achieve appropriate diagnostic and therapeutic results from modern technology. The learning outcomes are determined by the effectiveness of the learning activity or experience. The extensive work of Dale as formulated in his Cone of Experience relates the effectiveness to the efficiency of educational activities. A major challenge in education is the development and conduction of learning activities (classroom discussions, laboratory and applied experiences, individual study, etc) that provide an optimum balance between effectiveness and efficiency. New and evolving models of the educational process use technology as the infrastructure to support education that is both more effective and efficient.The goal is to use technology to enhance human performance for both learners (students) and learning facilitators (teachers). A major contribution to global education is the trend in the development of shared educational resources. Two models of programs to support this effort with open and free shared resources are Physical Principles of Medical Imaging Online (http://www.sprawls.org/resources) and AAPM Continuing Education Courses (http://www.aapm.org/international).

The different levels of learning about dying and death: an evaluation of a personal, professional and interprofessional learning journey

Background: Although dying and death are common in practice, medical and social work students receive limited teaching on this topic. In addition, they have minimal experience of each others’ role in the process, yet respecting the roles of other professionals in this delicate area is paramount to the delivery of high standards of care. In an attempt to address this, a pilot interprofessional 3 hour dying and death workshop was developed for senior social work and medical students using a constructivist approach to explore their own personal, uniprofessional and interprofessional roles in the dying and death process.Methods: An expert group of health care professionals designed the workshop through an iterative process. The participants evaluated the workshop in relation to the levels of their learning journey at two time points using a combination of Likert scales and free text.Results: An afternoon workshop was created comprising a trigger exercise to ascertain the students’ own feelings, simulation of the practical aspects relating to a patient's death (confirmation of death, death certification and last offices), and discussion about the grief process, followed by case studies to consolidate their learning and highlight the interprofessional aspect. Eleven final year social work students and 14 medical students in their fourth year took part. Participants felt they gained most from the interprofessional aspect of their learning journey and suggested other topics for interprofessional learning. All students would recommend the workshop to their colleagues.Conclusions: This undergraduate interprofessional pilot dying and death workshop was well received and enabled learning on three levels—personal, professional and interprofessional. It promoted a greater understanding of the role of each student's own profession and appreciation of the role of other professionals in the dying and death process.

Building knowledge through action systems, process leadership and organizational learning

PurposeThe aim of this paper is to explore the notion of organizational learning as a way of collective knowledge construction to achieve long‐term competitive advantage. It proposes a theoretical framework based on action systems and process leadership perspective, integrating five key themes: systems, interaction and relationship, teambuilding, change, and renewal.Design/methodology/approachLiterature review was adopted to determine the main streams of theoretical contribution on organizational learning and knowledge acquisition. Five distinct yet interrelated themes have been identified as contributing to the theoretical framework proposed.FindingsIt has been found that leaders play a crucial role in facilitating systems dynamics, influencing the rate and degree at which organizational members learn. Two such intervening factors as dialogue and reflection have been found to be the leitmotif of learning and knowledge co‐construction in the workplace.Research limitations/implicationsThe paper provides a number of pointers for further theoretical development, motivating both exploratory and explanatory empirical research in organizational learning and knowledge sharing. Of importance is the linking mechanism between different levels of learning and people involved in the learning.Practical implicationsA list of strategies has been suggested to help leaders manage and develop organizational learning. These views have arisen according to theoretical insights drawn from the literature review and the author's practical experience.Originality/valueThe paper offers both researchers and practitioners a useful perspective on the various aspects of organizational learning and knowledge building. Of practical value is the paper's attempt at making simple the complex process of learning and knowledge generation in ever‐changing organizational contexts.

A relação sexual como uma técnica corporal: representações masculinas dos relacionamentos afetivo-sexuais

The authors analyze male sexual initiation as a time of acquiring knowledge, based on 62 ethnographic interviews with young men (18-24 years) in the cities of Porto Alegre, Rio de Janeiro, and Salvador, Brazil, as a stage in the GRAVAD Research Project. Adopting an anthropological and comparative perspective, the reports show that men's first sexual experience is a process of physical and social learning by which they acquire technical knowledge on the use of their bodies and skill to relate to others, especially women. These are important milestones in the passage to adulthood. In addition to differences in belonging to various socioeconomic segments, the authors focus on gender relations, especially models of masculinity, demonstrating that a young man's first sexual intercourse is a socially and symbolically striking moment, not limited to a single event, but an experience that involves different levels of learning as part of the process of becoming a man.

The Effect of Thematic Interpretation on a Child's Knowledge of an Interpretive Program

In the field of interpretation, thematic interpretation is a widely accepted technique used to increase knowledge gain from interpretive programs with educational goals and objectives. Although the approach has theoretical grounding in cognitive psychology, social psychology, and persuasive communication, it has not been formally tested in a field interpretive setting. This study addressed this lack of empirical evidence by comparing children's knowledge gained from a thematic versus a non-thematic interpretive program. It also compared type of knowledge gained by evaluating three different levels of learning: recognition, recall, and application. The results supported the use of thematic interpretation and program construction. The thematic group not only showed a significant increase in ability to recall and apply information, but was also three times more likely to identify the theme and main points of the program, when compared with the non-thematic group. No differences between groups were found for the recognition measure. This indicated that thematic interpretation is effective at encouraging higher levels of thinking and learning and highlights the importance of matching correct evaluation measures with learning objectives. Further management and research implications are discussed.

Effects of Animation on Multi-Level Learning Outcomes for Learners with Different Characteristics: A Meta-Analytic Assessment and Interpretation

This meta-analytic research assesses the effectiveness of animation in facilitating multi-level learning (factual knowledge, comprehension, and application) by summarizing the findings of 34 published experimental studies that involved 13,515 participants. All studies compared animation with static graphics in an instructional setting. Two hundred eighty one effect sizes were generated. Results indicated that generally animation has a small positive effect on facilitating multi-level learning. Results also indicated that animation is not equally effective for different levels of learning. This study provides the foundation for hypothesis generation related to future design and development and the instructional use of animations.