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Educational Environments (educational + environment)
Selected AbstractsComputer-Simulated Enterprise Management Educational EnvironmentDECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 1 2005Scott E. Grasman [source] Enriched video semantic metadata: Authorization, integration, and presentationPROCEEDINGS OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE & TECHNOLOGY (ELECTRONIC), Issue 1 2003Xiangming Mu An enriched video metadata framework including video authorization using VAST, metadata integration, and user level applications is presented. The Video Annotation and Summarization Tool (VAST) is a novel video metadata authorization system that integrates both semantic and visual metadata. Balance between accuracy and efficiency is achieved by adopting a semi-automatic authorization approach. Semantic information such as video annotation is integrated with the visual information under a XML schema. Results from user studies and field experiments using the VAST metadata demonstrated that the enriched metadata were seamlessly incorporated into application level programs such as the Interactive Shared Educational Environment (ISEE). Given the VAST metadata, a new video surrogate called the smartlink video surrogate was proposed and deployed in the ISEE. VAST has become a key component of the emerging Open Video Digital Library toolkit. [source] Graphical user interfaces in an engineering educational environmentCOMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 1 2005Christopher Depcik Abstract Graphical user interfaces (GUIs) are being increasingly used in the classroom to provide users of computer simulations with a friendly and visual approach to specifying all input parameters and increased configuration flexibility. In this study, the authors first describe a number of software and language options that are available to build GUIs. Subsequently, a comprehensive comparative assessment of possible alternatives is undertaken in the light of a benchmark educational program used in a course on computational fluid dynamics (CFD) at the University of Michigan. For the GUIs presented, their educational value with respect to flexible data entry and post-processing of results has been demonstrated. In addition, the authors offer recommendations for pros and cons of available options in terms of platform independence, ease of programming, facilitation of interaction with students, and flexibility. © 2005 Wiley Periodicals, Inc. Comput Appl Eng Educ 13: 48,59, 2005; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20029 [source] Meeting the Needs of Evidence-based Practice in Family Therapy: Developing the Scientist-practitioner ModelJOURNAL OF FAMILY THERAPY, Issue 2 2002D. Russell Crane Effective models of clinical training have been and continue to be a primary topic of discussion in the field of family therapy, particularly given the needs of evidence-based practice. This article outlines the major historical and contemporary struggles of one such model of clinical training and practice: the scientist-practitioner model. Throughout the article, the principles of the scientist-practitioner model and evidence-based practices are compared and contrasted. Suggestions for overcoming the contemporary challenges faced by the scientist-practitioner in a family therapy practice or in an educational environment are discussed. [source] Medical students' perceptions of their educational environment: expected versus actual perceptionsMEDICAL EDUCATION, Issue 3 2007Susan Miles Objective, To compare Year 1 medical students' perceptions of their educational environment at the end of Year 1, with their expectations at the beginning of the year using the Dundee Ready Education Environment Measure (DREEM). Methods, Year 1 students (n = 130) at the University of East Anglia Medical School were asked to complete the DREEM during their induction week at the beginning of Year 1, thinking about the educational environment they expected to encounter (Expected DREEM), and again as part of a compulsory evaluation at the end of Year 1, thinking about the educational environment they had actually experienced (Actual DREEM). A total of 87 students (66.92% of the starting cohort) completed the DREEM on both occasions and gave permission for their data to be published. Results, The Expected DREEM score was 153 out of a maximum of 200, and the Actual DREEM score was 143. Student's expected perceptions of learning and teachers, and their expected academic self- and social self-perceptions were all more positive than their actual perceptions. There was no difference between expected and actual perceptions of atmosphere. Specific aspects of the educational environment showing dissonance were identified. In some areas students' low expectations had been matched by their actual experience. Conclusions, Medical students had started Year 1 with expectations about the educational environment that had not been met. However, areas showing dissonance received low item scores on the Actual DREEM and as such would be picked up for remediation, even without information about student expectations. [source] What kind of motivation drives medical students' learning quests?MEDICAL EDUCATION, Issue 9 2004Dejano T Sobral Aims, To describe the patterns of medical students' motivation early in the undergraduate programme and to examine their relationships with learning features and motivational outcomes. Methods, The Academic Motivation Scale (AMS) was administered after the first medical year to 297 students of both sexes from consecutive classes within a 4-year timeframe. Measures of learner orientation and reflection in learning were also obtained. Academic achievement and peer tutoring experience were recorded during a 2-year follow-up. Quantitative approaches included analysis of variance, correlational and classificatory analyses of the data. Results, The profile of the students' responses revealed higher levels of autonomous motivation than of controlled motivation although such measures were positively related. Correlation analysis showed significant association of autonomous motivation with higher levels of meaning orientation, reflection in learning, academic achievement, cross-year peer-tutoring experience, and intention to continue with studies. Classificatory analysis identified 4 student groups with distinct patterns of motivation. Analysis of variance revealed significant and consistent differences in learning features and outcomes among such groups. Conclusions, The findings indicate that medical students portray distinct patterns of autonomous and controlled motivation that seem to relate to the learners' frame of mind towards learning as well as the educational environment. Autonomous motivation had closer relationships than controlled motivation with measures of self-regulation of learning and academic success in the context of a demanding medical programme. [source] Identification of behavioral function in public schools and a clarification of termsBEHAVIORAL INTERVENTIONS, Issue 1 2007Kelly Kates-McElrath The discipline-related component of Individuals with Disabilities Education Act (IDEA) requires that schools conduct a Functional Behavioral Assessment (FBA) when a student's behavior disrupts the educational environment and/or results in suspension from school. Applied behavior analysts often make a distinction between the terms functional assessment/functional behavioral assessment, and functional analysis yet there exists no consensus on how that distinction should be made. A relevant review of the literature was conducted to identify research articles using functional analysis or functional assessment methodology in public school settings in an effort to identify the specific procedures employed by each. Results of the review support the existence of a discrepancy between proposed and actual school-based assessment models, as well as other claims regarding functional assessment research. We address the problem of distinguishing between the terms assessment and analysis as they relate to procedures employed to determine behavioral function of students exhibiting aberrant behavior. A clarification of terms is proposed. Copyright © 2007 John Wiley & Sons, Ltd. [source] Executive Summary: The Institute of Medicine Report and the Future of Academic Emergency Medicine: The Society for Academic Emergency Medicine and Association of Academic Chairs in Emergency Medicine Panel: Association of American Medical Colleges Annual Meeting, October 28, 2006ACADEMIC EMERGENCY MEDICINE, Issue 3 2007Daniel A. Handel MD The findings in the Institute of Medicine's Future of Emergency Care reports, released in June 2006, emphasize that emergency physicians work in a fragmented system of emergency care with limited interhospital and out-of-hospital care coordination, too few on-call specialists, minimal disaster readiness, strained inpatient resources, and inadequate pediatric emergency services. Areas warranting special attention at academic medical centers (AMCs), both those included within the report and others warranting further attention, were reviewed by a distinguished panel and include the following: 1) opportunities to strengthen and leverage the educational environment within the AMC emergency department; 2) research opportunities created by emergency medicine (EM) serving as an interdisciplinary bridge in the area of clinical and translational research; 3) enhancement of federal guidelines for observational and interventional emergency care research; 4) recognition of the importance of EM residency training, the role of academic departments of EM, and EM subspecialty development in critical care medicine and out-of-hospital and disaster medicine; 5) further assessment of the impact of a regional emergency care model on patient outcomes and exploration of the role of AMCs in the development of such a model (e.g., geriatric and pediatric centers of EM excellence); 6) t e opportunity to use educational loan forgiveness to encourage rural EM practice and the development of innovative EM educational programs linked to rural hospitals; and 7) the need to address AMC emergency department crowding and its adverse effect on quality of care and patient safety. Strategic plans should be developed on a local level in conjunction with support from national EM organizations, allied health care, specialty organizations, and consumer groups to help implement the recommendations of the Institute of Medicine report. The report recommendations and other related recommendations brought forward during the panel discussions should be addressed through innovative programs and policy development at the regional and federal levels. [source] Dyslexia: nature and nurture,DYSLEXIA, Issue 3 2002Richard K. Olson Abstract This paper explores the balance of genetic and environmental influences on dyslexia in generally supportive educational environments. Evidence from family studies suggests and research with identical and fraternal twins confirms the presence of strong genetic influences on dyslexia, though the way dyslexia is defined influences the degree of genetic influence. The behavioural genetic evidence is supported with molecular genetic evidence from DNA analyses suggesting regions on several different chromosomes where genes related to dyslexia are likely to be found. The behavioural and molecular genetic analyses are also applied to different component word reading skills (orthographic coding and phonological decoding) as well as to related language skills (phoneme awareness) to better understand the genetic and cognitive pathways to dyslexia. Copyright © 2002 John Wiley & Sons, Ltd. [source] Commentary on "meeting the competency needs of global leaders: A partnership approach": An executive coach's perspectiveHUMAN RESOURCE MANAGEMENT, Issue 3 2006Judi Brownell This article concludes that common competencies, the fundamental knowledge and skills developed in traditional educational environments, are necessary but insufficient in the preparation of global leaders. Rather, human resource professionals, in partnership with management educators, are best positioned to identify and facilitate global leadership excellence by focusing on the identification and development of key personal characteristics or distinctive competencies. In particular, global leaders must be men and women of sound character. We further propose that "distinctive competencies" are best assessed through experience in the field. Recommendations are offered as to how competency-based leadership development can be designed to address both common and distinctive competencies, with special attention to the individual's character. © 2006 Wiley Periodicals, Inc. [source] Dundee Ready Education Environment Measure: psychometric testing with Chinese nursing studentsJOURNAL OF ADVANCED NURSING, Issue 12 2009Jian Wang Abstract Title.,Dundee Ready Education Environment Measure: psychometric testing with Chinese nursing students. Aim., This paper is a report of the psychometric testing of the Dundee Ready Education Environment Measure with Chinese nursing students. Background., Although the Dundee Ready Education Environment Measure has been widely used to measure educational environments in the healthcare professions, no psychometric evaluation of the measure with Chinese nursing students has been reported. Method., Data from 214 nursing students were collected during a 2-month period between December, 2004 and January, 2005. Exploratory factor analysis, internal consistency reliability and Cronbach's alpha were examined. Results., Five factors were found by principal components analysis with Oblimin with Kaiser Normalization rotation. The original factor names were maintained, but items in each factor changed. These five factors all achieved eigenvalues >1, and in total accounted for 52·186% of the variance. Cronbach's alpha ranged from 0·623 to 0·9 across factors, with an overall alpha of 0·949. Conclusion., The Chinese version of the Dundee Ready Education Environment Measure could be a valuable measurement for nursing educators in professional development programmes and nursing curriculum design. Further studies need in different Chinese nursing schools and larger sample sizes to be conducted to validate its stability and factor structure. [source] Designing ubiquitous computing to enhance children's learning in museumsJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 4 2006T. Hall Abstract In recent years, novel paradigms of computing have emerged, which enable computational power to be embedded in artefacts and in environments in novel ways. These developments may create new possibilities for using computing to enhance learning. This paper presents the results of a design process that set out to explore interactive techniques, which utilized ubiquitous computer technology, to stimulate active participation, involvement and learning by children visiting a museum. Key stakeholders, such as museum curators and docents, were involved throughout the process of creating the exhibition, Re-Tracing the Past, in the Hunt Museum, Limerick, Ireland. The paper describes aspects of the evaluation of the exhibition, which involved 326 schoolchildren (ages 9,12-year-old), and which exemplifies important features of the design and use of the novel technology in the museum. The paper concludes by articulating a series of design guidelines for developing ubiquitous computing to enhance children's learning in museums. These guidelines relate 12 experiential criteria to five supporting design informants and resources. The guidelines encompass important dimensions of children's educational experience in museums, including collaboration, engagement, active interpretation, and materiality. While developed in a museum context, these guidelines could be applied to the development of novel computing to enhance children's learning in other educational environments, both formal and informal. [source] A computer attitude scale for computer science freshmen and its educational implicationsJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 5 2005G.E. Palaigeorgiou Abstract The successful integration of computers in educational environments depends, to a great extent, on students' attitudes towards them. Widely used computer attitude scales (CASs) focus on the beliefs of typical computer users and do not reveal the more refined attitudes of groups that use computers extensively and develop unique relations with them. This study presents the development and validation of a CAS especially designed for computer science freshmen (CASF). The scale consists of five factors, namely, self-confidence in previous knowledge, hardware usage anxiety, computer engagement, fears of long-lasting negative consequences of computer use and evaluation of positive consequences of computers in personal and social life. Using an analytic computer experience construct, the scale's components were related to multiple aspects of students' computer experience. CASF responses can inform a variety of instructional decisions and classroom management strategies for the first phase of the students' studies. [source] Causes and Consequences of Unexpected Educational Transitions in SwitzerlandJOURNAL OF SOCIAL ISSUES, Issue 1 2008Markus P. Neuenschwander The present study examines transition patterns of Swiss secondary and tertiary school students. Switzerland's highly canalized education system allows us to test how tracking affects person,environment fit of students for students who choose a normative versus unexpected downward transition pattern. In addition, we investigate how self-efficacy expectations and personal values affect an unexpected transition choice. Results indicate that students with strong expectancies and personal values can oppose institutional norms and chart their own academic course; however, these students are less likely to perceive a good fit between their own interests and competencies and institutional demands after the transition. Our findings underscore the importance of developmentally appropriate educational environments and systems permeable enough to adapt to developing students' changing interests. [source] Bringing competency analysis into the 21st centuryPERFORMANCE IMPROVEMENT, Issue 7 2007Diane M. Gayeski Current business and educational environments are mandating the identification, building, and assessment of specific critical competencies for the workforce. However, traditional approaches to competency analysis are often slow, expensive, and backward looking. This article presents several new computer-aided approaches to competency analysis and provides examples of their use, including a detailed case study analyzing curricula and skills for professionals who provide benefits and work incentives planning and assistance to persons with disabilities. [source] Methodological considerations of measuring disability in bipolar disorder: validity of the Multidimensional Scale of Independent FunctioningBIPOLAR DISORDERS, Issue 1-2 2007Stefanie Berns Objective:, Recent studies have highlighted the prevalence, severity and persistence of the disability associated with bipolar disorder (BPD). Reliable instruments are needed to support research into the factors associated with disability and treatment response. Contextual factors (e.g., availability of supported employment programs) can affect functionality, posing a challenge to such investigations. We present preliminary findings regarding the validity of the Multidimensional Scale of Independent Functioning (MSIF) in BPD. The MSIF provides discrete ratings of support separate from both role responsibility and performance quality in work, residential and educational environments. These distinctions allow the ,correction' for variability explained by contextual factors that allows the comparison of studies conducted in different environments and time. Methods:, Participants with BPD were administered the MSIF, the Social Adjustment Scale II (SAS-II) and an interview recording objective data regarding work, school and residential activities as part of an ongoing longitudinal study of BPD disability. Results:, Construct validity estimated using standardized Cronbach's alpha coefficient was 0.76 (n = 58). MSIF global ratings were significantly lower (reflecting higher functionality) for subjects engaged in productive activity compared with participants who were not active (t = ,3.6, p = 0.001) demonstrating external validity. Inter-rater reliability estimates ranged from 0.86 to 0.99 (n = 49). Significant, high correlations were demonstrated between comparable MSIF and SAS-II global ratings (criterion validity = 0.70,0.79) and low correlations were found between non-comparable ratings (discriminant validity = ,0.07 to ,0.35) (n = 14). Conclusion:, We conclude that the MSIF is a valid and reliable instrument optimally designed for studying determinants of disability and treatment response in BPD. [source] | |||||||||||||||||||