Learning ‘Learning Curves’ with R Shiny

2021 ◽  
Vol 65 (1) ◽  
pp. 1567-1571
Author(s):  
Nicholas D. Bernardo ◽  
Gretchen A. Macht
Keyword(s):  
Mathematical Formulation ◽  
Learning Curves ◽  
After School ◽  
Shiny App ◽  
After School Program ◽  
R Shiny ◽  
Effective Decision Making ◽  
Improved Learning ◽  
Teaching Learning ◽  
Shiny Application

Learning curves are fundamental in understanding individual task performance, with ubiquitous implementation in task assignments, worker scheduling, team formulation, etc., in domains bridging from manufacturing to healthcare. With a broad range of applicability, it is critical that students conceptualize, visualize, and build learning curves to activate that knowledge for effective decision-making. This paper describes a hands-on experiential approach for teaching learning curves that utilizes building LEGO® sets with mathematical formulation and data visualization in an open-source R Shiny application. The R Shiny application was designed to educate and inform students of their curve status while automating the power curve fitting calculations. The proposed methodology appeals and applies to students of all ages and was preliminarily field-tested in two collegiate courses and a K-4 after-school program. This paper introduces this approach and the R Shiny app, while future work includes quantifying improved learning.

Prospective Teachers’ “Turn toward the Critical” in Unofficial Spaces

2014 ◽  
pp. 156-169
Author(s):  
Heidi L. Hallman
Keyword(s):  
Beginning Teachers ◽  
Critical Literacy ◽  
Prospective Teachers ◽  
Teacher Identity ◽  
After School ◽  
Community Based ◽  
Teacher Student ◽  
After School Program ◽  
Teaching Learning

This chapter discusses prospective teachers initiating and participating in a community-based after-school program for “at-risk” adolescents. Within this unofficial space, the author used this study to explore the potential for beginning teachers’ orientations to critical literacy to promote a commitment to teaching critically. This chapter also explored the ways that prospective teachers negotiate teacher identity. In contrast to an immediate socialization into “teacher as expert,” the work of prospective teachers in community-based sites facilitates a discussion of the appropriate role of teacher as well as the relationship between teacher/student and teaching/learning.

scholarly journals FlexDotPlot: a universal and modular dot plot visualization tool for complex multifaceted data

2020 ◽  
Author(s):  
Simon Leonard ◽  
Antoine Rolland ◽  
Karin Tarte ◽  
Frédéric Chalmel ◽  
Aurélie Lardenois
Keyword(s):  
Single Cell ◽  
Source Code ◽  
R Package ◽  
Quantitative Information ◽  
Visualization Tool ◽  
Visualization Method ◽  
Rna Seq ◽  
Shiny App ◽  
R Shiny ◽  
Shiny Application

AbstractMotivationDot plots are heatmap-like charts that provide a compact way to simultaneously display two quantitative information by means of dots of different sizes and colours. Despite the popularity of this visualization method, particularly in single-cell RNA-seq studies, existing tools used to make dot plots are limited in terms of functionality and usability.ResultsWe developed FlexDotPlot, an R package for generating dot plots from any type of multifaceted data, including single-cell RNA-seq data. FlexDotPlot provides a universal and easy-to-use solution with a high versatility. An interactive R Shiny application is also available in the FlexDotPlot package allowing non-R users to easily generate dot plots with several tunable parameters.Availability and implementationSource code and detailed manual are available at https://github.com/Simon-Leonard/FlexDotPlot. The Shiny app is available as a stand-alone application within the package.

Unified exact design with early stopping rules for single arm clinical trials with multiple endpoints

2021 ◽  
pp. 096228022110130
Author(s):  
Wei Wei ◽  
Denise Esserman ◽  
Michael Kane ◽  
Daniel Zelterman
Keyword(s):  
Clinical Trials ◽  
Early Phase ◽  
Decision Rules ◽  
Stopping Rules ◽  
Multiple Endpoints ◽  
Shiny App ◽  
R Shiny ◽  
Early Phase Clinical Trials ◽  
User Friendly ◽  
Exact Design

Adaptive designs are gaining popularity in early phase clinical trials because they enable investigators to change the course of a study in response to accumulating data. We propose a novel design to simultaneously monitor several endpoints. These include efficacy, futility, toxicity and other outcomes in early phase, single-arm studies. We construct a recursive relationship to compute the exact probabilities of stopping for any combination of endpoints without the need for simulation, given pre-specified decision rules. The proposed design is flexible in the number and timing of interim analyses. A R Shiny app with user-friendly web interface has been created to facilitate the implementation of the proposed design.

Expanding after School Program Access for Vulnerable Students: Examining the Efficacy of Federal Policy and Funding

2021 ◽  
pp. 001312452110045
Author(s):  
Susan K. Klumpner ◽  
Michael E. Woolley
Keyword(s):  
Low Income ◽  
Binary Logistic Regression ◽  
After School Programs ◽  
Lower Percentage ◽  
After School ◽  
School Program ◽  
Logistic Regression Models ◽  
School Programs ◽  
After School Program ◽  
Low Income Families

After school programs provide low income students and students of color with learning opportunities across both academic and non-academic domains that such students would otherwise not get. In this study, we examined the intersection of school characteristics (e.g., enrollment size, percent minority enrolled, and percent eligible for FARM) and the types of after school programming schools offered (e.g., fee-based, 21st CCLC, and other types) using binary logistic regression models. I n a sample of schools ( n = 1,601) surveyed by the National Center on Education Statistics 2008 FRSS, we found that under-resourced schools had lower odds of having a 21st CCLC program and higher odds of having a fee-based after school program (than schools with a lower percentage of students receiving FARM). That is counter to the stated goals of the 21st CCLC program. These findings highlight the need for a re-prioritization of 21st CCLC funding such that financial assistance provided to schools to support after school programs is allocated to schools serving students from low income families and communities.

Lift for Life: Exploring Weightlifting as an After-School Program

Strategies ◽  
2021 ◽  
Vol 34 (1) ◽  
pp. 29-36
Author(s):  
Victoria El’Azar ◽  
Cathy McKay
Keyword(s):  
After School ◽  
School Program ◽  
After School Program

Utilizing Guided Discovery to Promote Transfer of Responsibility Values in Young Children

2021 ◽  
pp. 1-10
Author(s):  
Robin J. Dunn
Keyword(s):  
Teaching Style ◽  
Third Graders ◽  
After School ◽  
School Program ◽  
Guided Discovery ◽  
Activity Program ◽  
After School Program ◽  
Personal And Social Responsibility ◽  
Responsible Behaviors ◽  
Heavy Dose

Purpose: In a Teaching Personal and Social Responsibility (TPSR) program, Hellison noted that transferring responsibility values to areas beyond the gym was the most important aspect of a responsibility-based program. The purpose of this study was to examine how the use of guided discovery strategies in a TPSR program impacts and promotes how elementary students construct meaning and action related to responsibility values. Method: The participants were 12 second and third graders who attended an underserved public elementary school and were part of an after-school program. In the TPSR program, participants engaged in cooperative activities and researcher-led discussions, using the guided discovery teaching style, to promote transfer of life skills. Results: The findings indicate that the students better understood the meaning of responsible behaviors following an 8-week TPSR after-school program that included a heavy dose of the guided discovery teaching style. This, in turn, suggests that the guided discovery teaching style served to stimulate the transfer of these responsibility behaviors beyond the program. Discussion and Conclusion: Transfer is challenging to facilitate. Having a program that uses the scaffolded approach of guided discovery may be a key component in transferring responsible behaviors to areas outside of a physical activity program.

Intergenerational Montessori Program for Adults With Memory Concerns

2021 ◽  
pp. 1-10
Author(s):  
Michelle Bourgeois ◽  
Jennifer Brush
Keyword(s):  
Quality Of Life ◽  
Older Adults ◽  
Cognitive Status ◽  
After School ◽  
Program Participation ◽  
After School Program ◽  
Memory Concerns ◽  
Neutral Affect ◽  
With Memory

Purpose This study evaluated the effects of an intergenerational Montessori after-school program on the engagement, affect, and quality of life of older adults with memory concerns and on the attitudes of children toward older adults. Method Eleven older adults were paired with 11 children to participate in a 45-min after-school activity program. Observations of engagement and affect during the interactions were collected 3 times a week for 4 weeks. The older adults' engagement and affect also were observed during 45-min planning/discussion sessions without the children present before their arrival to the program. Results Results revealed significant differences in older adults' engagement and positive affect when the children were present. Significant pre–post improvements in reported quality of life and maintenance of cognitive status were associated with program participation. Children demonstrated more active than passive engagement and more happy than neutral affect during activity sessions. Four of the seven children improved their positive ratings of older adults. Conclusions This program documented success in improving engagement and affect in older adults with mild memory concerns while engaging with children. Future studies with a larger sample of participants with varying degrees of memory impairment are needed to investigate the potential of this promising program.

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