Learning-by-Doing in the Newsvendor Problem - A Laboratory Investigation of the Role of Experience and Feedback

2004 ◽  
Author(s):  
Gary E. Bolton ◽  
Elena Katok
Keyword(s):  
Laboratory Investigation ◽  
Learning By Doing ◽  
Newsvendor Problem

scholarly journals Learning by Doing: The Use of Distance, Corners and Length in Rewarded Geometric Tasks by Zebrafish (Danio rerio)

Animals ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. 2001
Author(s):  
Greta Baratti ◽  
Angelo Rizzo ◽  
Maria Elena Miletto Petrazzini ◽  
Valeria Anna Sovrano
Keyword(s):  
Danio Rerio ◽  
Three Dimensional ◽  
Reference Memory ◽  
Spatial Abilities ◽  
Learning By Doing ◽  
Surface Distance ◽  
Extended Surfaces ◽  
Unequal Length ◽  
Over Time

Zebrafish spontaneously use distance and directional relationships among three-dimensional extended surfaces to reorient within a rectangular arena. However, they fail to take advantage of either an array of freestanding corners or an array of unequal-length surfaces to search for a no-longer-present goal under a spontaneous cued memory procedure, being unable to use the information supplied by corners and length without some kind of rewarded training. The present study aimed to tease apart the geometric components characterizing a rectangular enclosure under a procedure recruiting the reference memory, thus training zebrafish in fragmented layouts that provided differences in surface distance, corners, and length. Results showed that fish, besides the distance, easily learned to use both corners and length if subjected to a rewarded exit task over time, suggesting that they can represent all the geometrically informative parts of a rectangular arena when consistently exposed to them. Altogether, these findings highlight crucially important issues apropos the employment of different behavioral protocols (spontaneous choice versus training over time) to assess spatial abilities of zebrafish, further paving the way to deepen the role of visual and nonvisual encodings of isolated geometric components in relation to macrostructural boundaries.

Teaching Case of Gamification and Visual Technologies for Education

2018 ◽  
pp. 205-226 ◽  
Author(s):  
Sergi Villagrasa ◽  
David Fonseca-Escudero ◽  
Ernest Redondo ◽  
Jaume Duran
Keyword(s):  
Learning Process ◽  
Collaborative Work ◽  
Learning By Doing ◽  
Management Tool ◽  
Technology In Education ◽  
Game Mechanics ◽  
Major Increase ◽  
Game Elements ◽  
Visual Technologies

This paper describes the use of gamification and visual technologies in a classroom for higher education, specifically for university students. The goal is to achieve a major increase in student motivation and engagement through the use of various technologies and learning methodologies based on game mechanics called gamification. Gamification is used to engage students in the learning process. This study adds learning methodologies like Learning by Doing to students' collaborative work, and mixes teacher support with new, accessible technology, such as virtual reality and visualization 3D on the web thanks to webGL. This creates a new management tool, called GLABS, to assist in the gamification of the classroom. Understanding the role of gamification and the technology in education means understanding under what circumstances game elements can drive a student's learning behavior so that he or she may achieve better results in the learning process.

Pedagogical Creativity as a Means of Inclusion in Primary School

2022 ◽  
pp. 107-125
Author(s):  
Gaia Lombardi
Keyword(s):  
Flipped Classroom ◽  
Learning By Doing ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
Online Tools ◽  
Hands On ◽  
Hands On Learning ◽  
Face To Face Learning ◽  
Learning As A Process

This chapter presents some creative pedagogical strategies used during the distance or remote learning period due to the COVID-19 pandemic from March to May 2020. The chapter explores the use of coding in a transdisciplinary way. Strategies for online tools and their specific use both in remote and in face-to-face learning are presented. The role of hands-on learning as a process of learning-by-doing and how to involve pupils using the methods of a flipped classroom are also presented. The chapter concludes with the importance of games to keep the class group united and cohesive in order to develop a healthy sense of competitiveness and collaboration among the pupils.

scholarly journals Incentivizing Learning-By-Doing: The Role of Compensation Schemes

2019 ◽  
Author(s):  
Joshua S. Graff Zivin ◽  
Lisa Kahn ◽  
Matthew Neidell
Keyword(s):  
Learning By Doing

scholarly journals Evaluating the Role of Unit Size in Learning-by-Doing of Energy Technologies

Joule ◽  
2020 ◽  
Vol 4 (5) ◽  
pp. 967-970 ◽  
Author(s):  
Bart Sweerts ◽  
Remko J. Detz ◽  
Bob van der Zwaan
Keyword(s):  
Learning By Doing ◽  
Unit Size ◽  
Energy Technologies

Laboratory Investigation on the Role of Organics in Atmospheric Nanoparticle Growth

2011 ◽  
Vol 115 (32) ◽  
pp. 8940-8947 ◽  
Author(s):  
Lin Wang ◽  
Wen Xu ◽  
Alexei F. Khalizov ◽  
Jun Zheng ◽  
Chong Qiu ◽  
...  
Keyword(s):  
Laboratory Investigation ◽  
Nanoparticle Growth

scholarly journals Psychology Students Try on the Role of Educational Diagnosticians. Preliminary Studies

2016 ◽  
Vol 47 (3) ◽  
pp. 311-317
Author(s):  
Bolesław Niemierko
Keyword(s):  
Psychology Students ◽  
Learning By Doing ◽  
Children And Youth ◽  
Educational Institutions ◽  
Transactional Analysis ◽  
Knowledge And Skills ◽  
Educational Diagnosticians ◽  
Self Reports ◽  
Assimilation Model

Abstract The aim of the studies was to ascertain how far psychology students are ready to learn the vocation of education assistants to children and youth. Four general ways of acquiring knowledge and skills - by assimilation, by doing, by discovering, and by impression - were distinguished and interpreted with regard to the students’ prospective employment in educational institutions. Learning by doing (model Beta) and by impression (model Delta) turned out to be more expressive in the student self-reports than learning by assimilation (model Alpha) and by discovering (model Gamma). A proof that the Nosal/Paluchowski typology of diagnosticians applies to psychology students was also in search. However, the pertinent Educational Diagnostician Inventory appeared satisfactorily valid only for those psychology sophomores who manifested the best-shaped attitudes towards educational diagnoses. They belonged mostly to concrete-objective (Proceduralist) and global-subjective (Intuitionist) attitude categories. Transactional analysis partly supported these findings of the survey.

Learning by Doing in Public Archaeology Training

2002 ◽  
Vol 24 (2) ◽  
pp. 11-15
Author(s):  
Brent Weisman
Keyword(s):  
Formal Education ◽  
Professional Competence ◽  
Work Force ◽  
Building Blocks ◽  
Active Role ◽  
Learning By Doing ◽  
Public Archaeology ◽  
Successful Solution ◽  
Education Support

We expect graduate students to be able to enter the work force and begin making professional contributions upon graduation. Indeed, those who do find employment in their chosen field are often immediately faced with complex challenges, the successful solution of which relies on both their problem solving abilities and the demonstration of basic levels of professional competence. We expect them to perform as if they were already experienced in the field, and hope that the building blocks we have provided them with in their formal education support the range of experiences with which they must deal. However, one problematic and daunting question lurks to haunt the transition from student to professional. How can the traditionally passive experience of a student in a classroom truly serve to prepare them for the active role of practitioner?

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