Mining learning groups' activities in Forum-type tools
Mining data produced by students involved in communication through forum-like tools can help revealing aspects of their communication. In this paper we propose an approach to the construction of models to highlight structural properties of learning groups based on a relational perspective (analysis of chains of references) and the use of Social Network Analysis techniques. These models can be useful both for the tutor and the participants. We begin by introducing the overall approach, then we de
Operationalizing macro-scripts in CSCL technological settings
This paper presents a conceptual analysis of the technological dimensions related to the operationalization of CSCL macro-scripts. CSCL scripts are activity models that aim at enhancing the probability knowledge generative interactions such as conflict resolution, explanation or mutual regulation occur during the collaboration process. We first recall basics about CSCL scripts and macro-scripts. Then, we propose an analysis of some core issues that must be made explicit and taken into account wh
Concepts in Economic Evaluation
Describes how economic theory is linked to economic evaluation techniques like cost-benefit and cost-effectiveness analysis and to introduce students to many concepts that are specific to economic evaluation.
Knowledge Management: As a Mechanism for Large-Scale Technological and Organizational
Change Managem
Organizational and Technological changes in Israeli universities are taking place without a clear and well-planned model for managing those changes. Universities must adapt to daunting social and educational challenges, in which technology is playing a bigger role than ever before. The model we propose is implementing knowledge management strategies for achieving change management at universities in order to facilitate university's transformation. By doing that, we are establishing a well planne
The Importance of an Enhanced Problem Representation: On the Role of Elaborations in Physics Problem
This study of physics problem-solving identifies reasoning mechanisms that enable the problem-solver to achieve the transformation to a physics structure of the problem situation. Elaboration is explored as a mechanism in fulfilling this transformation by providing beginning problem-solvers with elaborations that they failed to infer. A card sorting experiment was employed in which two versions of physics problem descriptions had to be sorted. A comparison is made between proficient and weak stu
Stroke - Mental Status Exam - Calculation Sub-exam - Patient 19
This video features a 65-year-old right-handed white male. He was in the Air Force from 1962 until his retirement in 1982. The veteran reported that in 1995 he was diagnosed with inclusion body myositis. He first reported a problem in the early 1990s when carrying his briefcase. He noted problems lifting his right leg up to step onto the bus. Falls began around1994, prompting him to seek medical attention. The initial evaluation showed primarily lower motor neuron findings. He underwent several
Stroke - General Observations Exam - Opening Interview Sub-exam - Patient 19
This video features a 65-year-old right-handed white male. He was in the Air Force from 1962 until his retirement in 1982. The veteran reported that in 1995 he was diagnosed with inclusion body myositis. He first reported a problem in the early 1990s when carrying his briefcase. He noted problems lifting his right leg up to step onto the bus. Falls began around1994, prompting him to seek medical attention. The initial evaluation showed primarily lower motor neuron findings. He underwent several
Primary Lateral Sclerosis - Sensory Exam - Deep Sub-exam - Patient 14
This video features a 54-year-old white male who presented for evaluation of progressive spastic paraparesis. He stated that symptoms first started in 1997 when "things were different with my legs" (i.e., leg weakness, imbalance, and speech problems). Symptoms started in his left foot, when he couldn't keep time to music. His feet started dragging and he also noticed problems with balance. In 1999, he started falling and sought medical attention. He was diagnosed with spastic paraparesis after
Primary Lateral Sclerosis - Cranial Nerves Exam - Facial Nerve (CN VII) Sub-exam - Patient 14
This video features a 54-year-old white male who presented for evaluation of progressive spastic paraparesis. He stated that symptoms first started in 1997 when "things were different with my legs" (i.e., leg weakness, imbalance, and speech problems). Symptoms started in his left foot, when he couldn't keep time to music. His feet started dragging and he also noticed problems with balance. In 1999, he started falling and sought medical attention. He was diagnosed with spastic paraparesis after
Stroke - Reflexes Exam - Muscle Stretch Sub-exam - Patient 19
This video features a 65-year-old right-handed white male. He was in the Air Force from 1962 until his retirement in 1982. The veteran reported that in 1995 he was diagnosed with inclusion body myositis. He first reported a problem in the early 1990s when carrying his briefcase. He noted problems lifting his right leg up to step onto the bus. Falls began around1994, prompting him to seek medical attention. The initial evaluation showed primarily lower motor neuron findings. He underwent several
Stroke - Cranial Nerves Exam - Glossopharyngeal (CN IX) and Vagus (CN X) Sub-exam - Patient 19
This video features a 65-year-old right-handed white male. He was in the Air Force from 1962 until his retirement in 1982. The veteran reported that in 1995 he was diagnosed with inclusion body myositis. He first reported a problem in the early 1990s when carrying his briefcase. He noted problems lifting his right leg up to step onto the bus. Falls began around1994, prompting him to seek medical attention. The initial evaluation showed primarily lower motor neuron findings. He underwent several
Primary Lateral Sclerosis - Cranial Nerves Exam - Oculomotor, Trochlear, and Abducens (CN III, IV, V
This video features a 54-year-old white male who presented for evaluation of progressive spastic paraparesis. He stated that symptoms first started in 1997 when "things were different with my legs" (i.e., leg weakness, imbalance, and speech problems). Symptoms started in his left foot, when he couldn't keep time to music. His feet started dragging and he also noticed problems with balance. In 1999, he started falling and sought medical attention. He was diagnosed with spastic paraparesis after
Primary Lateral Sclerosis - Cranial Nerves Exam - Hypoglossal (CN XII) Sub-exam - Patient 14
This video features a 54-year-old white male who presented for evaluation of progressive spastic paraparesis. He stated that symptoms first started in 1997 when "things were different with my legs" (i.e., leg weakness, imbalance, and speech problems). Symptoms started in his left foot, when he couldn't keep time to music. His feet started dragging and he also noticed problems with balance. In 1999, he started falling and sought medical attention. He was diagnosed with spastic paraparesis after
Primary Lateral Sclerosis - Station and Gait Exam - Station Sub-exam - Patient 14
This video features a 54-year-old white male who presented for evaluation of progressive spastic paraparesis. He stated that symptoms first started in 1997 when "things were different with my legs" (i.e., leg weakness, imbalance, and speech problems). Symptoms started in his left foot, when he couldn't keep time to music. His feet started dragging and he also noticed problems with balance. In 1999, he started falling and sought medical attention. He was diagnosed with spastic paraparesis after
Advanced Educational Technologies : Knowledge Revisited
Advanced Educational Technology (AET) R&D cannot avoid the question of the nature of knowledge which is at the core of both learning and teaching or training. The way this problem can be handled for the purpose of design and implementation of systems supporting human learning, the question of knowledge representations for the purpose of computational models as well as the question of the place of knowledge in person/machine interactions suggest that knowledge should be revisited in the light o
Supporting Teachers Intervention in Collaborative Knowledge Building
In the context of distributed collaborative learning, the teacher's role is different from traditional teacher-centered environments, they are coordinators/facilitators, guides, and co-learners. They monitor the collaboration activities within a group, detect problems and intervene in the collaboration to give advice and learn alongside students at the same time. We have designed an Assistant to support teachers intervention in collaborative knowledge building. The Assistant monitors the collabo
Developing Questions for Gallery Walk to Engage Higher Order Thinking
This site from SERC's Starting Point explains best practices for developing Gallery Walk questions which involves preparing questions based on a lecture's central concept, issue, or debate. A variety of questions can be used but the technique seems to work best with higher order questions relating to analysis, evaluation, and synthesis; using Bloom's Hierarchy provides a guide for wording questions at various levels of abstraction. Examples of various types of questions including comprehension,
What Is Service Learning?
Learning in the context of real-world problems through activities that not only promote student learning but also serve the public. Environmental and analytical chemistry courses provide a background for using scientific skills to work with the community and gain an understanding of a scientist's role in society. A group of faculty was convened to examine how service learning can best fit into chemistry instructional programs.
Hodges Health Career - Care Domains - Model
Hodges’ Health Career (Care Domains) Model provides a conceptual framework upon which users can map problems, issues and solutions across four knowledge domains: Interpersonal; Sociological; Scientific; & Political (Autonomy). The public may also be taught to use the model, enabling engagement, understanding and concordance in planning and outcome evaluation.
Brian Hodges' original notes, a resources page and links (800+) are included. Additional material on health informatics and the potenti
How to Improve Critical Thinking Using Educational Technology
Critical thinking is one of education's central goals and most valued outcomes, but it can difficult to teach effectively. The Reason! project has developed the Reason!Able software as part of a general method aimed at enhancing critical thinking skills. This paper describes the challenges involved, the theoretical basis of the Reason! project, the Reason!Able software, and results of intensive evaluation of the Reason! approach.
