IU Indianapolis ScholarWorks :: Browsing by Subject "learning"

Browsing by Subject "learning"

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Acute Alcohol and Cognition: Remembering What It Causes Us to Forget
(Elsevier, 2019) Van Skike, Candice E.; Goodlett, Charles; Matthews, Douglas B.; Psychology, School of Science
Addiction has been conceptualized as a specific form of memory that appropriates typically adaptive neural mechanisms of learning to produce the progressive spiral of drug-seeking and drug-taking behavior, perpetuating the path to addiction through aberrant processes of drug-related learning and memory. From that perspective, to understand the development of alcohol use disorders it is critical to identify how a single exposure to alcohol enters into or alters the processes of learning and memory, so that involvement of and changes in neuroplasticity processes responsible for learning and memory can be identified early on. This review characterizes the effects produced by acute alcohol intoxication as a function of brain region and memory neurocircuitry. In general, exposure to ethanol doses that produce intoxicating effects causes consistent impairments in learning and memory processes mediated by specific brain circuitry, whereas lower doses either have no effect or produce a facilitation of memory under certain task conditions. Therefore, acute ethanol does not produce a global impairment of learning and memory, and can actually facilitate particular types of memory, perhaps particular types of memory that facilitate the development of excessive alcohol use. In addition, the effects on cognition are dependent on brain region, task demands, dose received, pharmacokinetics, and tolerance. Additionally, we explore the underlying alterations in neurophysiology produced by acute alcohol exposure that help to explain these changes in cognition and highlight future directions for research. Through understanding the impact acute alcohol intoxication has on cognition, the preliminary changes potentially causing a problematic addiction memory can better be identified.
Art Therapy Impact on Aging Adults’ Quality of Life: Leisure and Learning
(T&F, 2022) Misluk, Eileen; Rush, Haley; Herron School of Art and Design
Quality of life (QoL) is influenced by physical and psychological health, but includes subjective qualities that are inherent in social and cognitive processes necessary for healthy aging and overall well-being. A quantitative study analyzed the effects of art therapy for 14 aging adults utilizing the Brunnsviken Brief Quality of Life Scale (BBQ) at pre, mid, and post 32-week study. Regression analysis showed significant positive changes in two areas: Importance of Learning and Leisure. Participating in art therapy increased the importance of learning and leisure, that are influential factors in QoL for aging adults. This demonstrates that art therapy has the potential to support healthy aging.
Bring Back the Joy: Creative Teaching, Learning, and Librarianship
(2010-12) Lamb, Annette; Johnson, Larry
Characteristics of Effective Teaching in Higher Education: Between Definitional Despair and Certainty
(Access to the original article may require subscription and authorized logon ID/password. Please check University Library resources before purchasing an article via the publisher. Questions on finding the original article via our databases? Ask a librarian:[BREAK][LINK]http://www.ulib.iupui.edu/research/askalibrarian[/LINK], 2004) Chism, Nancy Van Note
Conflicting claims about the definition of teaching effectiveness in higher education abound. While some argue that the characteristics of effective teaching are well known and supported by a large body of research, others argue that teaching cannot be readily defined, and attempts to do so are doomed. The author reviews the ways in which the topic of college teaching effectiveness has been explored, detailing findings and discussion ways in which this literature can inform decision making in higher education.
City Air and City Markets: Worker productivity gains across city sizes.
(2013-04) Krupka, Douglas J.; Noonan, Douglas S.
Higher nominal wages in urban areas are well-documented phenomena which imply higher productivity of urban workers. Yankow and Wheeler show that these gains come through a variety of sources including static agglomeration economies and dynamic learning and matching efficiencies in cities. Yet, earlier articles offer little evidence of how the effects of learning and matching on urban wage differentials vary by city size. This article allows for the relative importance of these productivity advantages to differ according to the size of the city and finds significant differences between small, medium, and large cities. We find that learning efficiencies are most important in medium-sized cities, while a mix of learning and matching efficiencies are important in the largest and smallest cities.
Effects of E‐textbook Instructor Annotations on Learner Performance
(Springer, 2016-08) Dennis, Alan R.; Abaci, Serdar; Morrone, Anastasia S.; Plaskoff, Joshua; McNamara, Kelly O.; Department of Education, School of Education
With additional features and increasing cost advantages, e-textbooks are becoming a viable alternative to paper textbooks. One important feature offered by enhanced e-textbooks (e-textbooks with interactive functionality) is the ability for instructors to annotate passages with additional insights. This paper describes a pilot study that examines the effects of instructor e-textbook annotations on student learning as measured by multiple-choice and open-ended test items. Fifty-two college students in a business course were randomly assigned either a paper or an electronic version of a textbook chapter. Results show that the e-textbook group outperformed the paper textbook group on the open-ended test item, while both groups performed equally on the multiple-choice subject test. These results suggest that the instructional affordances that an interactive e-textbook provides may lead to higher-level learning.
Embrace Failure, Emphasize Practice: Bringing Gamification into the Language Classroom
(Office of the Vice Chancellor for Research, 2016-04-08) Swanfeldt-Stout, Erica
Gamification incentivizes individual learning, promotes greater learner autonomy, and places an emphasis on objective completion by making learning engaging and relevant for students. Gamification is the application of game design elements in non-game contexts with the aim of making something ordinary both fun and rewarding. Components of gamification include accumulative grading, do overs, badges, levels, and sometimes leaderboards. In the classroom, this approach provides a learning environment built to use specific calibration that bridges the gap between what the student knows and what they need to learn. Beyond maintaining the zone of proximal development, this approach fosters persistence by embracing failure. Students are given the chance to redo tasks, thereby turning a failed attempt into an opportunity for success by examining what went wrong and attempting the task again. This is especially important in language classrooms where students’ uptake of the target language is shown to be facilitated by their own language production, regardless of immediate accuracy, because mistakes are viewed as learning opportunities. Beyond the classroom, this approach offers a real-world application to problem-solving and promotes practice as a learning exercise.
Experiencing narrative pedagogy
(2014-11) Bowles, Wendy S.; Sims, Sharon L.; Ironside, Pamela M.; Swenson, Melinda M.; Smith, Joshua
The role of the nurse has changed dramatically in the past twenty years with increasing complexity of patient care and a rapidly changing health care environment. In addition to the challenges noted regarding patient care, problems with increasing medical errors were noted in the literature specific to graduates in their first year as a nurse. Research in particular to nursing education provides a way for nurse educators to become more astute at addressing problems pervading the role of the new nursing graduate. Narrative Pedagogy was identified as a research-based nursing pedagogy and has been researched and enacted for more than a decade. Out of the Narrative Pedagogy research, the Concernful Practices emerged identifying what was considered meaningful to nursing education by teachers, students, and clinicians. Listening was one of the Concernful Practices and became the focus of this study. The research question addressed the “How do nurse educators who enable Narrative Pedagogy experience Listening: knowing and connecting?” This was a hermeneutic phenomenological study in which ten nurse educators shared their experiences. The two themes that emerged from the study included: Listening as Dialogue and Listening as Attunement. The findings of this study provided a different way of thinking about teaching and learning that encompasses so much more than merely a strategy or outcome-based approach. The implications of this study offer nurse educators insight about opening a dialogue that draws attention to the realities of the role of the nurse responding to multiple patients with complex health conditions.
Experiencing Narrative Pedagogy: Conversations with Nurse Educators
(2013-04-01) Stoltzfus, Ruth A.; Swenson, Melinda M.; Sims, Sharon L.; Ironside, Pamela M.; Smith, Joshua
The increasingly complex nature of health care requires nursing graduates, upon completion of their formal education, to be fully capable of providing safe and competent patient care. Accrediting bodies for schools of nursing have challenged nursing education to develop and implement innovative, research-based pedagogies that engage students in learning. Narrative Pedagogy is an innovative approach to teaching and learning developed by Nancy Diekelmann after many years of researching nursing education using Heideggerian hermeneutic phenomenology. As a new paradigm for teachers and students gathering in learning, Narrative Pedagogy is understood to be both a strategy and a philosophy of teaching. Narrative Pedagogy as a strategy provides an approach using the interpretation of clinical stories to better understand the experience of the patient, the nurse, and the family. Narrative Pedagogy as a philosophy of teaching offers Diekelmann’s Concernful Practices as a way of comportment for teachers and students as they gather in learning and teachers as they incline toward teaching narratively. This hermeneutic phenomenological study examined the experience of Nurse Educators with Narrative Pedagogy. Findings include overarching Pattern: Narrative Pedagogy as Bridge. Two themes are: 1) Students and teachers gathering in learning, and 2) Inclining toward teaching with Narrative Pedagogy. Positive teaching experiences and positive learning experiences with Narrative Pedagogy will advance the science of nursing education by adding to the body of knowledge of alternative pedagogies.
Health Geoinformatics: Applying geospatial technologies and spatial information to health practice, research, and learning.
(Office of the Vice Chancellor for Research, 2012-04-13) Derr, Michelle
Health Geoinformatics applies geospatial technologies and spatial information to health practice, research, and learning. Our interdisciplinary approach fuses geospatial technologies with health and community informatics to explore relationships among geography, health, and health care and to support community engagement, planning, decision-making, and health education. The current national focus on community-engaged research makes our large-scale integration of the concepts of community informatics and health informatics very significant. We apply community information and computing technologies (ICT), along with geospatial technologies, toward the enhancement of clinical and translational science research objectives, including development of better information about community factors that influence health behaviors and improved knowledge to communities for the creation and sustenance of community environments and systems that support public health.

Browsing by Subject "learning"

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