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Deep Learning (deep + learning)

Distribution by Scientific Domains

Medical Sciences	66%

Selected Abstracts

assessment: Influences of deep learning, need for cognition and preparation time on open- and closed-book test performance

MEDICAL EDUCATION, Issue 9 2010
Marjolein Heijne-Penninga
Medical Education 2010: 44: 884,891 Objectives, The ability to master discipline-specific knowledge is one of the competencies medical students must acquire. In this context, ,mastering' means being able to recall and apply knowledge. A way to assess this competency is to use both open- and closed-book tests. Student performance on both tests can be influenced by the way the student processes information. Deep information processing is expected to influence performance positively. The personal preferences of students in relation to how they process information in general (i.e. their level of need for cognition) may also be of importance. In this study, we examined the inter-relatedness of deep learning, need for cognition and preparation time, and scores on open- and closed-book tests. Methods, This study was conducted at the University Medical Centre Groningen. Participants were Year 2 students (n = 423). They were asked to complete a questionnaire on deep information processing, a scale for need for cognition on a questionnaire on intellectualism and, additionally, to write down the time they spent on test preparation. We related these measures to the students' scores on two tests, both consisting of open- and closed-book components and used structural equation modelling to analyse the data. Results, Both questionnaires were completed by 239 students (57%). The results showed that need for cognition positively influenced both open- and closed-book test scores (,-coefficients 0.05 and 0.11, respectively). Furthermore, study outcomes measured by open-book tests predicted closed-book test results better than the other way around (,-coefficients 0.72 and 0.11, respectively). Conclusions, Students with a high need for cognition performed better on open- as well as closed-book tests. Deep learning did not influence their performance. Adding open-book tests to the regularly used closed-book tests seems to improve the recall of knowledge that has to be known by heart. Need for cognition may provide a valuable addition to existing theories on learning. [source]

Using concept mapping principles in PowerPoint

EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 4 2007
I. M. Kinchin
Abstract:, The use of linear PowerPoint templates to support lectures may inadvertently encourage dental students to adopt a passive approach to learning and a narrow appreciation of the field of study. Such presentations may support short-term learning gains and validate assessment regimes that promote surface learning approaches at the expense of developing a wider appreciation of the field that is necessary for development of clinical expertise. Exploitation of concept mapping principles can provide a balance for the negative learning behaviour that is promoted by the unreflective use of PowerPoint. This increases the opportunities for students to access holistic knowledge structures that are indicators of expertise. We illustrate this using the example of partial denture design and show that undergraduates' grasp of learning and teaching issues is sufficiently sophisticated for them to appreciate the implications of varying the mode of presentation. Our findings indicate that students understand the strategic value of bullet-pointed presentations for short-term assessment goals and the benefits of deep learning mediated by concept mapping that may support longer term professional development. Students are aware of the tension between these competing agendas. [source]

A Proposal for Teaching Introductory and Intermediate Accounting in an Environment of International Financial Reporting Standards and Generally Accepted Accounting Principles for Private Enterprises,

ACCOUNTING PERSPECTIVES, Issue 1 2010
FRED PRIES
comptabilité générale; enseignement; IFRS Abstract Teaching introductory and intermediate financial accounting in an environment of international financial reporting standards (IFRS) and generally accepted accounting principles for private enterprises (GAAP for PEs) is an issue facing faculty at Canadian universities and colleges. We present a number of options and then propose an approach that we believe provides a balanced treatment of accounting standards for both publicly accountable and private enterprises. This approach focuses on the concepts and principles that are common to both IFRS and GAAP for PEs. We argue that this approach encourages deep learning resulting in students' better understanding of accounting standards and their application. Proposition d'enseignement de la comptabilitéélémentaire et intermédiaire dans un contexte de normes internationales d'information financière et de principes comptables généralement reconnus pour les entreprises à capital fermé Résumé L'enseignement de la comptabilité générale élémentaire et intermédiaire dans le contexte des IFRS et des PCGR pour les entreprises à capital fermé est problématique pour les professeurs des universités et des collèges canadiens. Les auteurs exposent différentes options et proposent ensuite une approche qui offre, selon eux, un traitement équilibré des normes comptables pour les entreprises ayant une obligation d'information du public ainsi que les entreprises à capital fermé. Cette approche est axée sur les notions et les principes que partagent les IFRS et les PCGR pour les entreprises à capital fermé. Selon les auteurs, elle favorise un apprentissage en profondeur permettant aux étudiants de mieux comprendre les normes comptables et leur application. [source]

Lessons on and from the dihybrid cross: An activity,theoretical study of learning in coteaching

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 3 2002
Wolff-Michael Roth
During their training, future teachers usually learn the subject matter of science. However, they are largely left on their own when it comes to figuring out how to teach this subject matter, that is, how to find appropriate pedagogical forms. In this article we present a model of collective teaching and learning, which we term coteaching/cogenerative dialoguing, as a way to build deep learning of science concepts while learning about alternative ways to teach the same subject matter. As praxis, coteaching brings about a unity between teaching and learning to teach; cogenerative dialoguing brings about a unity between teaching and researching. Both are potential sites for deep learning. We articulate coteaching/cogenerative dialoguing in terms of activity theory and the associated first-person research methodology that has been developed by critical psychologists as a method of choice for dealing with the theory,praxis gap. Our detailed case study highlights opportunities of learning subject matter and pedagogy by university professors who participate in coteaching/cogenerative dialoguing in an urban high school. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 253,282, 2002 [source]