Natural Learning Process Research Articles

Cultivating students’ computational thinking through student–robot interactions in robotics education

This research focuses on student–robot interaction in the learning environment of robotics education (RE) and attempts to explore how it cultivates students’ computational thinking (CT). Different from child–robot interactions as investigated in the social robot field, student–robot (S–R) interactions focus mainly on the process of interaction between learners and programmable robot kits in RE settings. At a four-week robotics summer camp in China, mixed-methods research was conducted. Forty primary school students and one dedicated robotics teacher participated in this research, while 32 students and the teacher completed all the lessons and data collection procedures of the summer camp. Results indicated that students’ CT skill increased during the summer camp and that the change in their CT skill was positively correlated to the time spent on S–R interaction. Additionally, how three kinds of S–R interaction—programming-computing, observational investigation, and participatory investigation—cultivated students’ CT were found. Moreover, the hierarchy of three S–R interactions and students’ role-shifting in the hierarchy were discussed. Previous studies rarely discussed S–R interaction; however, this kind of interaction should be explored because it provides more information about students’ natural learning process, which might be meaningful to RE practice.

INTERACTIVE MULTIMEDIA VALIDATION OF INTEGRATED NATURAL SCIENCE WITH THE THEME OF MOTION IN LIFE USING AN INTEGRATED SCIENTIFIC APPROACH TO 21ST CENTURY LEARNING

Learning with interactive multimedia integrated natural science is expected to improve students 21st-century skills so that it can help students face the challenges of the 21st century.This study aims to determine the validation of the product developed, namely interactive multimedia integrated natural science with the theme of motion in life using an integrated scientific approach to 21st-century learning. Integrated natural science interactive multimedia is assessed from the aspects of the feasibility of content, constructs, graphics, and language. The validation was carried out by three validators. The instrument used was a validation instrument in the form of a questionnaire.The results of the research are interactive multimedia integrated natural science with the theme of motion in life using an integrated scientific approach to 21st century learning with valid criteria so that it can be used by educators in the natural science learning process in schools.

A Qualitative Study of NIMBYism for Waste in Smaller Urban Areas of a Low-Income Country, Mzuzu, Malawi.

When waste management infrastructure is built, there can be resistance from the local affected populations, often termed the Not in My Backyard (NIMBY) phenomenon. This study aims to understand the forms of resistance that may develop in such contexts, focusing on 2 solid waste and 1 liquid waste management site within Mzuzu City, Malawi. At the newest solid waste site, community resistance had grown to the extent that the site was reportedly destroyed by the local community. Interviews and observations of the sites are complemented by examining historic and recent satellite images. It was found that, at the new solid waste site, community engagement had not been conducted effectively prior to construction and as part of ongoing site operations. This was compounded by poor site management and the non-delivery of the promised benefits to the community. In contrast, at the liquid waste site, the community could access untreated sludge for use as fertilizer and were happier to live within its vicinity. While NIMBYism is a frustrating phenomenon for city planners, it is understandable that communities want to protect their health and well-being when there is a history of mismanagement of waste sites which is sadly common in low-income settings. It is difficult for government agencies to deliver these services and broader waste management. In this study, an unsuccessful attempt to do something better with a legitimate goal is not necessarily a failure, but part of a natural learning process for getting things right.

A review of knowledge transfer tools in knowledge-intensive organisations

Background: Knowledge transfer is very important in knowledge-intensive organisations in both developed and developing countries. A knowledge-intensive organisation is an organisation whose operations depend on specialised knowledge. Knowledge-intensive organisations lose intellectual property when experienced employees retire from their jobs. To avoid knowledge loss, skills and expertise should be transferred from experts to non-experts on time. Knowledge transfer tools allow sharing of tacit knowledge between and amongst staff members. The study provides an analysis and review of the most effective knowledge transfer tools in knowledge-intensive organisations because an organisation’s success is based on its ability to transfer knowledge. Objectives: The study had two main objectives: to identify and review knowledge transfer tools used in knowledge-intensive organisations and to recommend the best knowledge transfer tool that can be used in organisations for the purpose of enhanced competitive advantage. Method: A well-structured questionnaire was used to collect quantitative data from the research participants in knowledge-intensive organisations in Namibia. Results: The results indicate that the most effective knowledge transfer tool in knowledge-intensive organisations is a community of practice; 40% of the participants considered the tool effective, and 27% considered it to be very effective. This was followed by the mentoring tool, which was ranked 54% effective and 11% very effective by the participants because it exposes mentees to new ideas and new ways of thinking. Storytelling was ranked 28% effective and 17% very effective because it is a natural learning process. Succession plans were ranked 21% effective and 12% very effective because having succession plans in place on time is essential for organisational success. Coaching and knowledge repositories were ranked below 20% on knowledge transfer effectiveness. From the findings, we conclude that the most effective tool for knowledge transfer in knowledge-intensive organisations is communities of practice (CoP) followed by mentoring, storytelling, succession plans, coaching and finally knowledge repositories. Conclusion: The most effective knowledge transfer tool in knowledge-intensive organisations is Communities of Practice, followed by mentoring, storytelling, succession plans and lastly coaching. Communities of Practice are important for knowledge transfer in that they encourage and promote teamwork through discussions and knowledge sharing amongst employees. The study therefore recommends the creation of such Communities of Practice in knowledge-intensive organisations for effective knowledge transfer and sharing.

Preservice teachers implementing a nonlinear physical education pedagogy

ABSTRACTBackgroundIn recent years, there has been considerable interest in the evolution of physical education teaching practice from a traditional teacher-centred approach to a student-centred approach. Consequently, research has focused on questions about the changing conceptions of the teaching and learning process, that is, from how ‘we’ teach to how ‘they’ learn. A contemporary theoretical model of the teaching and learning process could underpin learning design and delivery adopted in physical education. The constraints-led approach (CLA) is a viable alternative as its practice design and delivery is grounded in the contemporary motor learning theory of ecological dynamics within a nonlinear pedagogy framework. However, its implementation is thought to present unique challenges to physical education practitioners due to the dynamic individual learner-environment interactions from which learning occurs. For this reason, it has been suggested that researchers work symbiotically with practitioners to help facilitate the adoption of nonlinear pedagogies and provide valuable information regarding the application of theory into practice.PurposeThis study sought to explore two PETE students’ experiences learning to implement a nonlinear informed pedagogical approach, specifically the CLA, with physical education students in a school practicum setting. The two PETE students were provided with support from the primary researcher during the experience.Participants and settingA purposive sample of two second-year PETE students from an Australian university were recruited for the study. Participant selection was based on meeting the pre-specified selection criteria of a demonstrated receptiveness to the CLA and a demonstrated confidence, ability and enthusiasm to implement the approach within a school setting. The two study participants were given the opportunity to implement the CLA within a supportive school culture while on their first physical education teaching practicum.Data collection and analysisThe data collection methods utilised were documentary evidence, in the form of PETE students’ post lesson written reflections, primary researcher observations with written reflections and semi-structured student interviews undertaken within 1 week of the culmination of the practicum. These data sources were analysed collectively using thematic analysis to identify repeated patterns of meaning within the data.FindingsAs expected, implementing the CLA presented significant challenges to novice practitioners, due to the complex nature of student learning within a nonlinear informed approach. Specifically, the PETE students rarely detected any of the multiple pupil responses that ‘unexpectedly’ emerged from their modified learning environments. They also had difficulty manipulating the learning environment to facilitate the emergence of learners’ tactical problem-solving behaviour through the natural learning processes underpinning the CLA.ConclusionFor an evolution of physical education teaching practice to progress, it is important that PETE educators work together with the physical education department of a local school to support PETE students to effectively implement nonlinear informed approaches in a school environment. Opportunities need to be provided to allow PETE students to progressively develop their experiential knowledge and conceptual understanding of the exploratory learning processes underpinning a nonlinear approach.

Why does the English language fail in Indian classrooms?

This paper intends to mitigate the struggles of language learners through the natural learning process. The first part explains language as a system and how it eases the learning for the early language learners; it also presents the different study of what happens when the natural order is reversed. Further, it elaborates how the shorts comings of the academic pattern and classroom setup add to the miseries of the learners. Finally, it suggests specific strategies to impart useful language to second language learners.

The Therapeutic Potential of Non-invasive Neurostimulation for Motor Skill Learning in Children with Neurodevelopmental Disorders

Non-invasive neurostimulation is becoming increasingly popular in rehabilitation, as it may enhance the brain’s natural learning processes, potentially increasing the effectiveness of movement interventions. The current paper provides a review of studies that have investigated the application of transcranial direct current stimulation (tDCS) in pediatric populations with neurodevelopmental disorders (NDD) complicated by motor impairment. Proof of principle studies indicate that tDCS can positively influence motor learning in children. The application of tDCS across pediatric populations with NDD is in its early stages. We emphasize the need for caution and further research investigating the therapeutic potential of tDCS in children with NDD and motor impairment. Indications of efficacy will require carefully designed trials before conclusions of effectiveness can be made. Optimal tDCS protocols may differ across both disorders and individuals. Protocol parameters which produce clinically significant improvements will become clearer with further high-quality evidence.

Toward Deep Reinforcement Learning Without a Simulator: An Autonomous Steering Example

We propose a scheme for training a computerized agent to perform complex human tasks such as highway steering. The scheme is designed to follow a natural learning process whereby a human instructor teaches a computerized trainee. It enables leveraging the weak supervision abilities of a (human) instructor, who, while unable to perform well herself at the required task, can provide coherent and learnable instantaneous reward signals to the computerized trainee. The learning process consists of three supervised elements followed by reinforcement learning. The supervised learning stages are: (i) supervised imitation learning; (ii) supervised reward induction; and (iii) supervised safety module construction. We implemented this scheme using deep convolutional networks and applied it to successfully create a computerized agent capable of autonomous highway steering over the well-known racing game Assetto Corsa. We demonstrate that the use of all components is essential to effectively carry out reinforcement learning of the steering task using vision alone, without access to a driving simulator internals, and operating in wall-clock time.

An immersive learning model using evolutionary learning

In this article, we have proposed an educational model using virtual reality on a mobile platform by personalizing the simulated environments as per user actions. We have also proposed an evolutionary learning algorithm based on which the user learning path is designed and the corresponding simulated learning environment is modified. The main objective of this study is to create a personalized learning path for each student as per their calibre and make the learning immersive and retainable using virtual reality. Our proposed model emulates the innate natural learning process in humans and uses that to customize the virtual simulations of the lessons by applying the evolutionary learning technique. A quasi-experimental study is conducted by taking different case studies to establish the effectiveness of our learning model. The results show that our learning model is immersive and gives long term retention while enhancing creativity through reinforced customization of the simulations.

How to reinvent the High Street: evidence from the HS2020

PurposeThe purpose of the paper is to present and critically discuss the findings of the ESRC-funded HS2020 project. The aim is to discuss the retail-led change that has happened to the High Streets that participated to the project that, in some cases, is revolutionary and is leading to the reinvention of the place. To do so reference is made to various retail change theories discussing both institutional and consumer-led change.Design/methodology/approachThis is a discussion paper on the findings of the HS2020 project.FindingsThe major finding reported in this paper is that the reinvention is a natural learning process that involves the comprehension of change and the development of knowledge that will lead to the reinvention of the High Street.Research limitations/implicationsThe findings of the research are based on data that were collected from a total of ten towns across the UK.Practical implicationsThe paper suggests that to reinvent the High Street the stakeholders that are involved in the place decision-making processes they should embrace the change as a natural development and try to understand and learn from it rather than resisting to it. The HS2020 project provides a comprehensive guide of the areas that change can be managed and if it happens it can facilitate the reinvention.Originality/valueThe paper is relevant to the academic community, as it offers insight to the theories of retail change, and to the practitioners, as it provides evidence as to how to deal with the change that happens to the High Streets.

Phosphorylated SNAP25 in the CA1 regulates morphine-associated contextual memory retrieval via increasing GluN2B-NMDAR surface localization.

Although our previous studies have demonstrated both protein kinase C (PKC) and GluN2B-containing N-methyl-d-aspartate receptor (GluN2B-NMDAR) play crucial roles in morphine-associated learning and memory, the relationship between them remains unexplored. In this study, we validated the enhanced PKC and membrane GluN2B protein expression in the hippocampal CA1 after morphine conditioned place preference (CPP) expression in rats. Interestingly, we also found that phosphorylation of SNAP25 at Ser187 (pSer187-SNAP25), a PKC-activated target, was significantly increased following morphine CPP expression. Blocking the pSer187-SNAP25 by intra-CA1 injection of an interfering peptide impaired morphine CPP expression and accompanied by the reduced ratio of GluN2B membrane/total in the CA1. In addition, intra-CA1 blockade of pSer187-SNAP25 did not affect natural learning and memory process as evidenced by intact sucrose-induced CPP expression and normal locomotor activity in rats. Therefore, our results reveal that enhanced pSer187-SNAP25 by PKC recruits GluN2B-NMDAR to the membrane surface in the hippocampal CA1 and mediates context-induced addiction memory retrieval. Our findings in this study fill in the missing link and provide better understanding of the molecular mechanisms involved in morphine-associated contextual memory retrieval.

The Application of Bandura's Social Learning Theory in the Teaching of Academic Writing

Objective - This experimental study seeks to ascertain whether Bandura's (1977) Social Learning Theory can be used to teach academic writing. Interpreted in terms of an approach to the teaching of writing, the theory suggests that students can learn to write a particular text by observing closely the structural as well as the linguistic features of that text. Methodology/Technique - By observing how the text is written, students obtain an idea of how it is formed, and on later occasions they can use this information as a guide to produce similar texts. The sample of this study consists of 100 students from College University Poly-Tech MARA, Kuala Lumpur. The study adopts a pre/post-assessment of the students' writing performances for three types of academic essays. T-tests were used to compare the results of the 3 pre-tests with the results of the 3 post-tests which were administered to the participants after they underwent each of the 3 treatment sessions. Findings - The study reveals that the Social Learning Theory speaks the truth about the human natural learning process. Thus, this implies that this potent theory be used in designing varying approaches to teaching students the skills to write academic texts. Novelty - The study suggests that observational learning of sample texts provides students with guidance on how to improve their writing as it makes them aware of the different ways texts are organized for different communicative purposes, thereby promoting their confidence and positive attitude towards writing. Type of Paper - Empirical Keywords: Academic Writing; Social Learning Theory; Observational Learning; Analyzing; Emulating; Model Text.

Improving Students' Speaking Skill throungh Communicative Activities In Small Group Discussion at the Third Semester Class A Of the English Study Program of FKIP UNRI

This research was intended to know whether communicative activities in small group discussions can improve the students speaking skill at the third semester Class A of the English Study Program of FKIP UNRI. The researcher was helped by a collaborator and used observation sheets and field notes as the instruments of the research. Besides, she also used speaking test to see the improvement of students speaking skill on each cycle. The research started on September 23,2008 and ended on January 9, 2009. At the beginning of cycle 1the average score of the students speaking skill was 48.3. At the end of cycle 1, it improved to 55.7, at the end of cycle 2 it improved to 62.6, and at the end ofcycle3itimproved to 73.4.The factors of communicative activities in small group discussions that influence the students speaking skill are: (1) Clear objectives; (2) problem solving activities; (3) a good classroom atmosphere; (4) natural learning process (5) uncontrolled materials; (6) indirect corrections; and (7) interaction with partners or group members. Based on the finding, it was concluded that communicative activities of small group discussions can improve students speaking skill at the third semester Class A of the English Study Program of FKIP UNRI

Use of Fuzzy Tool for Example Based Machine Translation

This research paper proposes work carried in machine translation. It shows the comparison of various techniques like SMT, SSER, EBMT, RBMT etc used for machine translation. After going through the result of various techniques it conclude that still better result can be gained . Thus proposes an idea of using Fuzzy logic tool to improve the natural learning process and get better result around 81.7 percentage. This work shows the implementation of the tool for refining the result in example based machine translation using fuzzy logic.

Similarities and Differences between Adult and Child Learners as Participants in the Natural Learning Process

This paper compares Brian Cambourne’s Conditions of Learning (1988), APA’s Learner-Centered Psychological Principles (1997), and Malcolm Knowles’ Adult Learning Theory (2011). These theories embrace the natural learning process and not the traditional view of learning. The traditional view suggests that the teacher has the knowledge, the learner is dependent on the teacher to disseminate the knowledge and the learner has nothing to contribute. In the natural learning process, knowledge is distributed in a circular and reciprocal way through a collaborative sharing of experiences, centered on real life situations, and learners are responsible for their own learning. In the 21st century knowledge is constantly changing and expanding exponentially. The natural learning process facilitates the life-long learning that is needed to remain a valuable contributor in society where learning has become a collaborative experience.

КОЛАБОРАТИВНИЙ ПІДХІД ДО РОЗВИТКУ ІКТ КОМПЕТЕНТНОСТЕЙ УЧИТЕЛІВ І УЧНІВ ЗАГАЛЬНООСВІТНІХ НАВЧАЛЬНИХ ЗАКЛАДІВ

У статті характеризується шведський досвід колаборативного підходу до післядипломного навчання педагогів на базі загальноосвітніх навчальних закладів, що полягає у створенні партнерських умов взаємодії учителів з учнями в ході колективної проектної діяльності. З’ясовано, що основними складовими ІКТ компетентності шведського вчителя є мотиваційна, технологічна, рефлексивно-педагогічна. Показано, що зусилля шведських освітніх менеджерів спрямовані на практичне оволодіння учителями й учнями ІКТ компетентностями в реаліях природного навчального процесу, який носить, водночас, дослідницький та прагматично-орієнтований характер.

Movement, Art, and Child Development Through the Lens of an Innovative Use of the Kestenberg Movement Profile

In this work, based on a doctoral dissertation in the field of education, the Kestenberg Movement Profile (KMP) was innovatively used for data analysis to assess group or gestalt (“non-individual”) movement of children in a public preschool. The choice of inquiry was driven by the author’s belief that freedom of movement and expression are foundations for natural learning processes and should therefore be included as core structures in school learning. Through an ethnographic, emergent research design, the KMP was used to demonstrate the relationship between movement and expressive parameters in different classroom activities. Three profiles of group or gestalt movement were constructed based on three movement activity categories that emerged from the research data for 14 children. In the formal activities, there was a high degree of external control of how the children moved their bodies and expressed themselves. In the improvisational movement/dance and art-making activities there was a low degree of external control of how the children moved and expressed themselves. Comparison of the three activity profiles showed that how the children of the study moved their bodies and expressed themselves influenced important learning and developmental processes.

Improving Students' Speaking Skill throungh Communicative Activities In Small Group Discussion at the Third Semester Class A Of the English Study Program of FKIP UNRI

This research was intended to know whether communicative activities in small group discussions can improve the students' speaking skill at the third semester Class A of the English Study Program of FKIP UNRI. The researcher was helped by a collaborator and used observation sheets and field notes as the instruments of the research. Besides, she also used speaking test to see the improvement of students' speaking skill on each cycle. The research started on September 23,2008 and ended on January 9, 2009. At the beginning of cycle 1the average score of the students' speaking skill was 48.3. At the end of cycle 1, it improved to 55.7, at the end of cycle 2 it improved to 62.6, and at the end ofcycle3itimproved to 73.4.The factors of communicative activities in small group discussions that influence the students' speaking skill are: (1) Clear objectives; (2) problem solving activities; (3) a good classroom atmosphere; (4) natural learning process (5) uncontrolled materials; (6) indirect corrections; and (7) interaction with partners or group members. Based on the finding, it was concluded that communicative activities of small group discussions can improve students' speaking skill at the third semester Class A of the English Study Program of FKIP UNRI

The Natural Learning Process

www.mej.sagepub.com It was 2:30 on a Thursday afternoon, and my patience was wearing thin. In frustration, I tried again to focus my unruly grade 9 band class on the phrasing of a particular passage of music. Why couldn't they seem to understand the simple idea I was promoting? The supporting chords were being played too heavily and too loudly. The trumpet section was supposed to have a soaring legato melody, but despite the players' skills and the fact that the music was not too difficult for them, they repeatedly choked and gave up, abandoning their soli passage without the appearance of giving honest effort. The supporting sections were not playing with the light tongued style I wanted, and the trumpets were tonguing everything that was supposed to be slurred. Over and over again, I explained what I wanted, analyzed the tonguing and slurring, and implored the trumpets to carry the melody, because no one else in the band had that line. What was wrong with this picture? My students were experienced with the techniques I was requesting. I had no doubt that they had the skills necessary to accomplish the goal that I intended for them. Teacher-educator and researcher Daniel L. Kohut suggests in Musical Performance: Learning Theory and Pedagogy that there are many problems that result from the way teachers often teach. Most teachers focus on the process, not the goal. Like many teachers, I was thinking too much, talking too much, and analyzing and explaining, rather than letting students learn through a natural learning process. Our school system is essentially a visual, scientific, verbal and cognitive society.' But music is anything but visual, verbal, or scientific. Music is an aural, aesthetic, nonverbal, perceptual-motor skill.2 My problem was that I was telling the students what I wanted, rather than allowing them to learn it naturally, and the goals were my goals, not theirs. According to Kohut, teachers should begin with a clear mental image of the musical goal and should concentrate on trying to reproduce it, by using the natural learning process that all children are born with.

Deterministic calibration and Nash equilibrium

We provide a natural learning process in which the joint frequency of (time-averaged) empirical play converges into the set of convex combinations of Nash equilibria. Furthermore, the actual distribution of players' actions is close to some (approximate) Nash equilibria on most rounds (on all but a vanishing fraction of the rounds). In this process, all players rationally choose their actions using a public prediction made by a deterministic, weakly calibrated algorithm. For this to be possible, we show that such a deterministic (weakly) calibrated learning algorithm exists.