Realistic Learning Experience Research Articles

Exploiting semantic web and ontologies for personalised learning services: towards semantic web-enabled learning portals for real learning experiences

This paper presents an in-depth analysis of the semantic web contribution towards personalisation in e-learning content exploitation. The aim of this research work is to develop a framework for analysing the semantic web and ontological issues related with the design and implementation of high performance e-learning systems enabled by advanced semantic web and ontological engineering. Within this context the concept of personalisation is linked to the state of the art of semantic web and ontologies research. The main emphasis is paid to the management of personal profiles and identities. Real learning experiences are promoted through the definition of value-adding layers within semantic e-learning portals.

Designing for reflective practice in legal education

Including reflective practice in tertiary learning design is one way of working towards making effective learning possible for students. This article considers how elements of reflective practice in teaching delivery and assessment have been successful in satisfying principles of effective teaching in the context of the study of law at first year level. The article also critically considers how some of the theoretical perspectives on reflective practice do not always resonate with the real learning experience of students, and makes suggestions in terms of addressing these issues, particularly in relation to assessment.

An Agile, Graduate, Software Studio Course

The value of a studio course in undergraduate software engineering programs is well documented. What is not as well understood is how to provide a relevant studio experience to working, seasoned professional software engineers as part of a Master's of Software Engineering (MSE) degree program. The challenge is that students' experiential diversity complicates the selection of projects that address different students' needs. Further, when the studio experience is compressed into 14 weeks, significant challenges are presented in controlling the process environment while providing a realistic and meaningful learning experience for part-time students. In this paper, a novel software studio course developed specifically for working, experienced professionals in an MSE program is described

Advanced Trauma Operative Management Course: Site and Instructor Selection and Evaluation

t a p c o c t he work of surgeons involves the repair of penetrating rauma. Opportunities to practice management and reair of penetrating injuries need to be available to sureons so that they are ready to deal with any traumatic mergency. Others have documented that supplying resdents with sufficient operative experiences is a chalenge, and there is a need to increase the operative expeience for residents on the trauma rotation. Simulation ducation is being recognized as one way to offer resients and others real life-like learning experiences to romote acquisition or retention of skills. The Advanced rauma Operative Management (ATOM) course was eveloped to provide surgeons and surgeons-in-training ith operative experience in the management and repair f penetrating injuries. The 1-day ATOM course focuses n penetrating trauma and teaches the surgical proceures to manage and repair injuries in the chest and bdomen using simulation in a porcine laboratory xperience. To ensure educational integrity of any course, care ust be given to the selection of sites and the qualificaions and preparation of the instructors. Requisite criteia must be available and documented. This article reiews the processes in place to extend ATOM to new ites and to certify new instructors. Results of a survey of TOM instructors will be presented.

Problem-Based Learning as an Effective Tool for Teaching Computer Network Design

This paper addresses the challenge of developing techniques for the effective teaching of computer network design. It reports on the experience of using the technique of problem-based learning as a key pedagogical method for teaching practical network design within the context of a Master's program module in data telecommunications and networks at the University of Salford, Salford, Greater Manchester, U.K. A two-threaded approach was adopted that comprised a problem-based learning thread and a conventional lecture thread. The problem-based learning thread within the module comprised sessions designed to place the students in the position of network design consultants who are introduced to scenarios that have a high degree of realism in which a client has specific business requirements that can be met through the adoption of a network solution. In this way, the problem-based learning thread allows the students to develop their design skills, while the lecture thread uses traditional teaching methods to allow students to develop their understanding of key network components and architectures. A formal evaluation of this approach has been carried out and demonstrated a very effective and realistic learning experience for the students. Therefore, the authors propose that problem-based learning is an ideal pedagogical tool for the teaching of computer network design.

Management of adverse surgical events: a structured education module for residents

Background This pilot project involved the development of a structured, experiential, educational module using a bench model technical skills simulation and standardized patients. It integrated teaching and assessment of clinical, technical, and interpersonal skills, as well as professionalism within the context of an adverse surgical event. Methods General surgery residents (postgraduate year [PGY] 2, 3) were asked to participate in the pre-, intra-, and postoperative management of a patient with a retroperitoneal sarcoma. Residents’ performances during the module were assessed by standardized patients and faculty, and residents were provided feedback during debriefing sessions. Results Resident performance during the module was appropriate for the level of training. Residents found this module to be a realistic, challenging, and beneficial learning experience. Conclusions Novel educational modules such as this one may serve as a useful addition to resident education in surgery residency programs, particularly in addressing patient safety and the core competencies. Reliability of the model may be enhanced by modifications of the module.

Using Screenwriting Techniques to Create Realistic and Ethical Role Plays

The author describes an innovative training strategy that can be used to make role plays a more realistic learning experience for counseling students. The method involves using techniques that screenwriters use to create believable characters and applying these techniques to help students create realistic role‐play clients. This approach also resolves some of the ethical and practical concerns that have been raised regarding role plays in which student clients discuss personal issues in practice sessions. Evaluations of the method, cautions, and implications for future research are discussed.

OtherScope - the virtual microscope - can the real learning experiences in practical science be simulated?

This paper discusses the nature, advantages and disadvantages, uses, and future application of simulation programs in science education. A recently conducted evaluation of a novel simulation currently under development in a web-based format is presented, and the paper concludes with a discussion of the evolving pedagogy of the new information and communications technologies in general and simulation in particular. It concludes that simulation is a form of knowledge representation in its own right. As such, it can be an alternative to, as well as an imitation of, lab-based practical work.

10.5840/jbee201079

The turnaround at Snow Brand Milk Products was a real learning experience for all involved. The lessons were many, and while prioritizing them was difficult, it seemed clear that the most significant was the realization that the company existed to serve the consumer and, through that service, the broader society. This brief case outlines the successes that Nobuko Hiwasa pushed Snow Brand management to accomplish, and introduces the challenges that the company faced in 2009: primarily, continuing to build its Corporate Social Responsibility approach and addressing environmental and social issues.

Computer Use by a District Dietetic Association

Central Pennsylvania Dietetic Association (CPDA) has accomplished three major projects dealing with computers: (1) CPDA listserv. (2) on-line board meeting, and (3) sending board information via email.Since 1994 the CPOA Listserv has been a forum for members to share information. This year a Listserv Network was started because it has become increasingly difficult to keep up with the volume of email from multiple listservs. The Listserv Network might be considered the “Readers Digest” for listservs. Members are currently forwarding the most important information from 20 food and nutrition related listservs to the CPDA Listserv.The January 1999 CPDA board meeting was held live “on-line”. With the assistance of Dietetics Online, the board members enjoyed the board meeting from the comfort of their home or work instead of having to drive to Penn State or Harrisburg. This was a real learning experience for the board members (and the secretary learned how to take cyber minutes!). Practice sessions were held prior to the actual board meeting to help members feel comfortable with an on-line chat session. The meeting was the same length as “live” meetings. This type of meeting allows members in remote areas to be active on the board while decreasing the mileage expense of board members to attend meetings.Email has been used to send meeting agendas, minutes, and for board members to communicate information. It has saved the district money (copying, stationary, postage, phone) and the officers and members have saved valuable time. Email was even used by the voting board members to deal with an urgent issue that needed to be discussed between meetings.CPDA is geographically challenged. We encompass 24 of the 67 counties in Pennsylvania. The district stretches from the New York to Maryland state line. Continued computer use will allow more members to actively participate in the association.

Technology and Adult Education: Rising Expectations

The uses of technology for adult literacy and adult education have grown exponentially in recent years, from computer-assisted instruction to the information highway, to the simple improvements engendered by the use of personal computers in management and information systems. It is apparent that the growth calls into question many of our assumptions about adult education, as learners begin to use the technology for communicating and learning. The funding and creation of new learning objects, the growth of multimedia, the use of telecommunications, and incorporation of the computer into other tool functions (such as reading, glasses, notebooks, and calculators) creates a very different image of what adult education could be, and many hope, will be. The recent growth and rising expectations of technology for adult education can be explained by five phenomena: * a technology explosion in American culture and the rise of the Internet as a primary tool for communications, commerce, and information; * the fact that for more than a decade policymakers have engaged in a national discussion about the perceived shortcomings of adult education programs and the need for new solutions to an enduring problem; * a realization that, a majority of American adults who are considered functionally illiterate will never enroll in a traditional adult education program. Of those who do enroll in programs, they tend to participate for only short periods of time and drop-out quickly; * history - millions of American's used Kentucky Educational Television's G.E.D. on TV' series since the early 1970s to earn a G.E.D. Software products such as Plato are widely accepted, and the Internet is a growing force; * multi-million dollar investments made on the behalf of adult education in Crossroads Cafe, PBS LiteracyLink, and Adult Literacy Media Alliance (ALMA). The growth and expectations are further driven by the potential technology has to improve both educational attainment and skill acquisition. Evidence exists that adults who use educational technology can acquire greater knowledge and develop active learning skills, problem solving skills, and critical thinking skills. National policymakers are excited about the power technology has to bridge the gap between educational disparities of race, income, and region, as well as provide greater access to adult learning. The recent trend toward the development of convergent technology (merging of computer and telecommunications technologies) has great potential for facilitating daily access to adult learning. Access to video learning materials through broadcast, videotape, and on-line is just one example of this trend in technology toward multiple channels of access and interoperability. Networking technologies also have the capacity to close such gaps by opening channels of communication, and providing access to information resources to marginalized communities and individuals. State policymakers are excited about the potential technology has to improve program effectiveness and contribute to accountability by reinforcing learner-centered instruction and outcomes-based education, while overall improving the relationship between teaching, learning, assessment, and effectiveness. They also expect technology to reconcile the gaps between learning in the workplace and learning in school by bringing real learning experiences into classroom settings. By the same token, they want technology to make it possible to extend learning opportunities, once available only in the classroom, into the world beyond the school Program directors are looking to technology to motivate and sustain adult learning and accommodate learning differences. Given the noncompulsory nature of adult learning, it is critically important that learning tasks not only be challenging, but also be rewarding. Adults are motivated to learn when they can see that the time and effort devoted to learning will pay off. …

An Eye for an Eye

We developed an easily constructed, inexpensive eye model that consists of a Styrofoam head carved out to house a slide holder, a wide-angle, clinical photographic fundus slide, a plastic face, and an anatomically correct eye. The model can be used by students and residents to learn direct and indirect ophthalmoscopy, fundus photography, and laser photocoagulation. This model gives students and residents a realistic learning experience without inconveniencing or endangering patients.

The Supply Chain Game

Describes the development of a computer‐based game, “The Supply Chain Game”, designed to allow teams of managers to experience the management of a multi‐level supply chain. The game provides a practical and realistic learning experience based on actual data and can be used as both a competitive team exercise and as a stand‐alone training aid. It is beneficial in enhancing team building, training and promoting the understanding of logistics.

Making the Speaking Class a Real Learning Experience: The Keys to Teaching Spoken English

The theme of this Conference is "Master Keys: Unlocking Potential", and in keeping with this theme, I decided to try to formulate for myself what I see as the keys to teaching spoken English. Drawing on my theoretical knowledge, and on my 27 years of ESL classroom experience, I asked myself the following question: How do you make the speaking class a real learning experience? I came up with eight keys which, when taken together, can open the door to treasure. The treasure is in the form of SAFFIRES (please excuse the spelling), which hold the keys to teaching spoken English. SAFFIRES is an acronym representing the eight key ingredients that are essential to the successful teaching of spoken English. Each key ingredient is represented by one of the eight letters in the word SAFFIRES:

A laboratory in experimental psychology using the TRS-80

Twenty-three BASIC language programs have been written to allow the TRS-80 and other microcomputers to perform most of the classical experiments normally used in teaching a laboratory course in experimental psychology. Most programs allow experiments to be run as though the computer was the specialized apparatus normally used. This facilitates a realistic and interactive learning experience for the students.

Annual meeting—A real life learning experience

Annual meeting—A real life learning experience

Althuis completes year as AGS fellow

Thomas H. Althuis, completing his year as the fifth American Chemical Society Congressional Fellow, enjoyed the experience. A most interesting and fantastic year, he says. Working in the procedural process was a real learning experience. It has given me a much greater appreciation for the whole picture of science policy issues. And, he says, the ACS fellow fills an important gap in the committee structure, providing valuable assistance to the legislative process. The objectives of the fellowship program, begun in 1974, are to provide an opportunity for scientists to spend a year gaining first-hand knowledge of how the federal government works, to make available to government an increased amount of scientific expertise, and to give scientific and government personnel better acquaintance with what each can contribute to the development of public policy. Althuis, a research chemist working on development of antiallergy drugs for Pfizer in Groton, Conn., began his Congressional assignment with the staff o...

Prescription for Drug Abuse Education Managing the Mood Changers

This article emphasizes the need to prepare youth to make decisions about drug use. To do this it is essential to eliminate hypocrisy about the use of marijuana, to “infuse” the curriculum with drug information and to provide students with realistic learning experiences. It focuses on such things as the way teachers have been charged with the responsibility to teach about drugs without adequate preparation. The author provides the reader with some practical suggestions and solutions to the dilemma. He presents factual background information about the nature of marijuana, the scope of the problem, and the need for immediate action regarding relevant educational programs. The key areas discussed are: 1) understanding the problem, 2) scope of the problem, 3) the need for drug education, 4) education of professional personnel, and 5) alternatives to drug abuse.