Case Analysis: An Instructional Tool

1994 ◽  
Vol 23 (1) ◽  
pp. 39-51 ◽  
Author(s):  
R. Wilburn Clouse ◽  
Larry N. Garrett

This article describes the application of Case Analysis to a learner-centered computer-based instructional model. The cases illustrated how this model fosters problem solving, creative and rational thinking, logical analysis, and learner-motivation and self directions. Case analysis is used to apply real life situations to a learning environment that can “hook” the case problem to the knowledge and interest level of the adult learner.

Author(s):  
Philipp Sonnleitner ◽  
Martin Brunner ◽  
Ulrich Keller ◽  
Romain Martin ◽  
Thibaud Latour

2002 ◽  
Author(s):  
Jody J. Illies ◽  
Jennifer A. Nies ◽  
Roni Reiter-Palmon

2019 ◽  
Vol 47 (12) ◽  
pp. 1-11
Author(s):  
Gyu-Young Lee ◽  
Da Ye Lee

We verified the effectiveness of a life skills-based sexuality education program that involved applying learner-centered principles among South Korean upper elementary grade students. We developed an 8-session program to improve sexuality knowledge and the sexual behaviors of adolescents through gaining practical skills applicable to daily life. Participants were 68 students at a school located in Seoul and we analyzed their data using a 1-sample t test to determine the effectiveness of the proposed intervention program. The results showed that the proposed program increased the sexuality knowledge and interpersonal skills of the adolescents; however, the improvement in sexual attitude was not statistically significant. This study is significant as the program is the first life skills-based sexuality education course developed for use with elementary school students in Korea. Our program could be used in developing a learner-centered sexuality education program applicable to real-life situations.


Mathematics ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 681
Author(s):  
László Barna Iantovics

Current machine intelligence metrics rely on a different philosophy, hindering their effective comparison. There is no standardization of what is machine intelligence and what should be measured to quantify it. In this study, we investigate the measurement of intelligence from the viewpoint of real-life difficult-problem-solving abilities, and we highlight the importance of being able to make accurate and robust comparisons between multiple cooperative multiagent systems (CMASs) using a novel metric. A recent metric presented in the scientific literature, called MetrIntPair, is capable of comparing the intelligence of only two CMASs at an application. In this paper, we propose a generalization of that metric called MetrIntPairII. MetrIntPairII is based on pairwise problem-solving intelligence comparisons (for the same problem, the problem-solving intelligence of the studied CMASs is evaluated experimentally in pairs). The pairwise intelligence comparison is proposed to decrease the necessary number of experimental intelligence measurements. MetrIntPairII has the same properties as MetrIntPair, with the main advantage that it can be applied to any number of CMASs conserving the accuracy of the comparison, while it exhibits enhanced robustness. An important property of the proposed metric is the universality, as it can be applied as a black-box method to intelligent agent-based systems (IABSs) generally, not depending on the aspect of IABS architecture. To demonstrate the effectiveness of the MetrIntPairII metric, we provide a representative experimental study, comparing the intelligence of several CMASs composed of agents specialized in solving an NP-hard problem.


Author(s):  
Juuso Henrik Nieminen ◽  
Man Ching Esther Chan ◽  
David Clarke

AbstractThe important role of student agency in collaborative problem-solving has been acknowledged in previous mathematics education research. However, what remains unknown are the processes of agency in open-ended tasks that draw on real-life contexts and demand argumentation beyond “mathematical”. In this study, we analyse a video recording of two student groups (each consisting of four students) taking part in collaborative problem-solving. We draw on the framework for collaborative construction of mathematical arguments and its interplay with student agency by Mueller et al. (2012). This original framework is supplemented by (i) testing and revising it in the context of open-ended real-life tasks, with (ii) student groups rather than pairs working on the tasks, and by (iii) offering a strengthened methodological pathway for analysing student agency in such a context. Based on our findings, we suggest that the framework suits this new context with some extensions. First, we note that differences in student agency were not only identified in terms of the discourse students drew on, but in how students were able to shift between various discourses, such as between “mathematical” and “non-mathematical” discourses. We identify a novel discourse reflecting student agency, invalidation discourse, which refers to denying other students’ agency by framing their contribution as invalid. Finally, we discuss the need to reframe “mathematical” arguments—and indeed student agency—while the task at hand is open-ended and concerns real-life contexts.


2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Antje Wulff ◽  
◽  
Claas Baier ◽  
Sarah Ballout ◽  
Erik Tute ◽  
...  

AbstractThe spread of multidrug resistant organisms (MDRO) is a global healthcare challenge. Nosocomial outbreaks caused by MDRO are an important contributor to this threat. Computer-based applications facilitating outbreak detection can be essential to address this issue. To allow application reusability across institutions, the various heterogeneous microbiology data representations needs to be transformed into standardised, unambiguous data models. In this work, we present a multi-centric standardisation approach by using openEHR as modelling standard. Data models have been consented in a multicentre and international approach. Participating sites integrated microbiology reports from primary source systems into an openEHR-based data platform. For evaluation, we implemented a prototypical application, compared the transformed data with original reports and conducted automated data quality checks. We were able to develop standardised and interoperable microbiology data models. The publicly available data models can be used across institutions to transform real-life microbiology reports into standardised representations. The implementation of a proof-of-principle and quality control application demonstrated that the new formats as well as the integration processes are feasible. Holistic transformation of microbiological data into standardised openEHR based formats is feasible in a real-life multicentre setting and lays the foundation for developing cross-institutional, automated outbreak detection systems.


2021 ◽  
pp. 104515952098836
Author(s):  
Alexander C. Gardner ◽  
Heather N. Maietta ◽  
Philip D. Gardner ◽  
Niki Perkins

This study sought to fill a gap in the literature by considering the role of motivation in post-secondary aspirations of adult learners, specifically full versus part-time status, previous level of educational attainment, years of work experience, and the selection of an academic program. The data from this study came from adult students ages 25 and older at 8 institutions in the Midwest. Statistical analysis determined there were significant differences in gender motivation, level of education is predictive of type of educational credential being pursued, and type of adult learner motivation influences which degree, academic program, and enrollment status is pursued by adult learners. Furthermore, this research revealed as adults acquire more work experience, their postsecondary educational aspirations are more likely motivated by extrinsic factors. These findings have meaningful implications for linking motivation with continuance and graduation from collegiate programs for which this paper identifies and discusses in the context of postsecondary education.


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