Discursive Context-Aware Knowledge and Learning Management Systems

2011 ◽  
pp. 1702-1715
Author(s):  
Cao mhi´n O’Nualláin ◽  
Adam Westerski ◽  
Sebastian Kruk
Keyword(s):  
Social Context ◽  
Problem Solving ◽  
Critical Role ◽  
Learning Management Systems ◽  
Research Area ◽  
Context Aware ◽  
Analysis Model ◽  
Problem Solving Skills ◽  
Effective Learning ◽  
Level Of Knowledge

In this chapter, we look at the research area of discursion and context-aware information as it relates to the user. Much research has been done in the area of effective learning, active learning, and in developing frameworks through which learning can be said to be achieved and have some possibility of being measured (i.e., Networked Learning and Bloom’s Taxonomy) (Bloom, 1956). Having examined many such frameworks, we have found that dialogue plays a large part, and in this chapter we specifically examine dialogue in context of the user’s background and social context. This always plays a critical role, and it is around this that we want to dig deeper. We aim to provide a quality discourse analysis model which will achieve in more detail a picture of the users actual level of knowledge. Problem solving skills, together with the critical thinking capability as part of a team, and individually, in the following chapter.

Discursive Context-Aware Knowledge and Learning Management Systems

2007 ◽  
pp. 293-310
Author(s):  
Caoimhín O’Nualláin ◽  
Adam Westerski ◽  
Sebastian Kruk
Keyword(s):  
Social Context ◽  
Problem Solving ◽  
Critical Role ◽  
Learning Management Systems ◽  
Research Area ◽  
Context Aware ◽  
Analysis Model ◽  
Problem Solving Skills ◽  
Effective Learning ◽  
Level Of Knowledge

In this chapter, we look at the research area of discursion and context-aware information as it relates to the user. Much research has been done in the area of effective learning, active learning, and in developing frameworks through which learning can be said to be achieved and have some possibility of being measured (i.e., Networked Learning and Bloom’s Taxonomy) (Bloom, 1956). Having examined many such frameworks, we have found that dialogue plays a large part, and in this chapter we specifically examine dialogue in context of the user’s background and social context. This always plays a critical role, and it is around this that we want to dig deeper. We aim to provide a quality discourse analysis model which will achieve in more detail a picture of the users actual level of knowledge. Problem solving skills, together with the critical thinking capability as part of a team, and individually, in the following chapter.

scholarly journals Effects of TASC Learning Model (Thinking Actively In A Social Context) on Ability Problem-solving in Natural Resource Management Materials

2019 ◽  
Vol 2 (1) ◽  
pp. 11
Author(s):  
Rosikh Musabikha Mutaqy ◽  
Nasution Nasution ◽  
Nugroho Hari Purnomo
Keyword(s):  
Resource Management ◽  
Social Context ◽  
Problem Solving ◽  
Natural Resource Management ◽  
Natural Resource ◽  
Learning Model ◽  
Class Discussion ◽  
Control Group ◽  
Control Group Design ◽  
Problem Solving Skills

This study aims to analyze the effect of the TASC learning model on students' ability to solve problems in natural resource management material. This study uses an experimental method with the design of Non-equivalent Pretest-Postest Control Group Design. The results of this study indicate that the TASC learning model has an effect on students' problem solving abilities in natural resource management materials, where experimental class students who use the TASC learning model have better problem solving skills than the control class that uses the class discussion model. in natural resource management material. Based on the results of hypothesis testing, it was concluded that there were significant differences between students learning using the TASC learning model (Active Thinking in Social Context) with students learning to use cooperative type class discussion learning models to solve problems.

scholarly journals Faktor-Faktor yang Mempengaruhi Tingkat Stress Wanita Usia Subur Penderita Diabetes Melitus di Puskesmas Putri Ayu Kota Jambi

2020 ◽  
Vol 9 (1) ◽  
pp. 64
Author(s):  
Dewi Nopiska Lilis ◽  
Imelda Imelda
Keyword(s):  
Diabetes Mellitus ◽  
Problem Solving ◽  
Physical Health ◽  
Health Workers ◽  
Univariate Analysis ◽  
Reproductive Age ◽  
Chi Square ◽  
Problem Solving Skills ◽  
High Knowledge ◽  
Level Of Knowledge

Abstract Diabetes  in women of reproductive age needs to be observed and watched out for. Risks associated with gestational diabetes include pre-natal morbidity and death as well as an increase in chronic cesarean delivery and hypertension in the mother. This study aims to determine the effect of diabetes mellitus on the psychology of WUS in Jambi City in Putri Ayu Health Center in Jambi City in 2019.Data were analyzed using univariate analysis, bivariate with chi square and multivariate using logistic regression analysis. Fertile Age Women (WUS) with higher education have the opportunity not to stress with OR 0.2. WUS with impaired physical health have the opportunity not to stress with OR 4.2. WUS with problem solving skills have the opportunity to not stress with OR 4.2. WUS with high knowledge have a no stress opportunity with OR 0.2. The level of education, physical health, problem solving skills and the level of knowledge of WUS sufferers of diabetes mellitus significantly influence psychology (stress). This research is expected to be able to provide information on knowledge and be able to detect early on the factors that affect the stress level of sufferers of diabetes mellitus by using a scoring scale that can be utilized by health workers in the service and as a reference for diabetes mellitus patients.

scholarly journals IMPLEMENTASI PENDEKATAN RIGOROUS MATHEMATICAL THINKING (RMT) UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH SISWA

2019 ◽  
Vol 1 (2) ◽  
pp. 28-42
Author(s):  
Enggar Tri Aulia ◽  
Harina Fitriyani
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Research Data ◽  
Analysis Model ◽  
Problem Solving Skills ◽  
Interactive Analysis ◽  
Analysis Technique ◽  
Class Viii ◽  
Data Collection Technique

The purpose of this research is to improve students' problem solving skills using Rigorous Mathematical Thinking (RMT) approach.  Qualitative research method with the type of Classroom Action Research (CAR). This research was conducted in class VIII H of SMP N 2 Sewon, Bantul. As a data collection technique used consists of tests, observations, and interviews. This research data analysis technique uses an interactive analysis model according to Miles, Matthew B, Michael. Huberman (2014). The results showed that mathematics learning using rigorous mathematical thinking (RMT) approach could improve the problem solving abilities of class VIII H students of SMP N 2 Sewon.

scholarly journals Scaffolding answer explanation in a data normalization tutor

2005 ◽  
Vol 18 (2) ◽  
pp. 151-163 ◽  
Author(s):  
Antonija Mitrovic
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Conceptual Knowledge ◽  
Evaluation Study ◽  
The Self ◽  
Future Research ◽  
Data Normalization ◽  
Problem Solving Skills ◽  
Effective Learning ◽  
Deep Knowledge

Self-explanation is one of the most effective learning strategies, resulting in deep knowledge. In this paper, we discuss how NORMIT supports self-explanation. NORMIT is a constraint-based tutor that teaches data normalization. We present the system first, and then discuss how it supports self-explanation. We hypothesized the self-explanation support in NORMIT would result in increased problem solving skills and better conceptual knowledge. An evaluation study of the system was performed, the results of which show that both problem-solving performance and the understanding of the domain of students who self-explained increased. We also discuss our plans for future research.

scholarly journals Pengembangan E-Modul Terintegrasi Media Berbasis Adobe Flash CS6 Untuk Meningkatkan Kemampuan Pemecahan Masalah Kimia Mahasiswa

2021 ◽  
Vol 3 (2) ◽  
pp. 116
Author(s):  
Freddy Tua Musa Panggabean ◽  
Jamalum Purba
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Development Model ◽  
Teaching Materials ◽  
Problem Solving Skills ◽  
Effective Learning ◽  
Adobe Flash ◽  
Integrated Media ◽  
Chemistry Problem

Supporting the implementation of an effective learning process cannot be separated from the use of teaching materials. Improving the quality of the learning process in higher education can be done with various strategies and one alternative that can be taken is the development of teaching materials. This study aims to develop an integrated e-module based on Adobe Flash CS6 media to improve students' chemistry problem solving skills on thermochemical material. The development model used refers to the ADDIE development model. Adobe Flash CS6-based integrated media e-module is designed to be accessible and downloadable by students online. The developed Adobe Flash CS6-based media-integrated e-module has been declared valid and proven to be effective in improving students' chemistry problem solving abilities on thermochemical materials.

scholarly journals Teachers And Students Perceptions Of Students Problem-Solving Difficulties In Physics: Implications For Remediation

2009 ◽  
Vol 6 (7) ◽  
Author(s):  
Ayodele O. Ogunleye
Keyword(s):  
Problem Solving ◽  
Attitudes And Beliefs ◽  
Problem Solving Skills ◽  
Physics Students ◽  
Effective Learning ◽  
Perceptions Of Students ◽  
Teachers And Students ◽  
Students Attitudes ◽  
Senior Secondary ◽  
Physics Problems

In recent times, science education researchers have identified a lot of instruments for evaluating conceptual understanding as well as students’ attitudes and beliefs about physics; unfortunately however, there are no broad based evaluation instruments in the field of problem-solving in physics. This missing tool is an indication of the complexity of the field. However, one obvious way by means of which we can evaluate students’ problem-solving skills is to find out how teachers and students perceive problem-solving difficulties in physics. Using a population of 210 Senior Secondary School (SSS) physics students and their teachers, this study investigated aspects of students’ problem-solving difficulties in physics and possible remedies. The result of the analysis show that lack of students understanding of the problem and their poor mathematical skills constitute the major obstacles in the circle of difficulties that students experience in solving physics problems. Furthermore, the study identified two major remedies that could possibly assist students in solving physics problems: 1) the provision of enough home assignments and 2) the employment of qualified physics teachers. The results are further discussed in terms of their implications for effective learning of physics.

scholarly journals Curriculum Providing Cognitive Knowledge and Problem-Solving Skills for Anesthesia Systems-Based Practice

2010 ◽  
Vol 2 (4) ◽  
pp. 624-632 ◽  
Author(s):  
Ruth E. Wachtel ◽  
Franklin Dexter
Keyword(s):  
Problem Solving ◽  
Patient Flow ◽  
Core Competencies ◽  
Interdisciplinary Teams ◽  
Computer Assisted ◽  
Problem Solving Skills ◽  
Minimum Requirement ◽  
Core Components ◽  
Level Of Knowledge ◽  
Cognitive Knowledge

Abstract Background Residency programs accredited by the ACGME are required to teach core competencies, including systems-based practice (SBP). Projects are important for satisfying this competency, but the level of knowledge and problem-solving skills required presupposes a basic understanding of the field. The responsibilities of anesthesiologists include the coordination of patient flow in the surgical suite. Familiarity with this topic is crucial for many improvement projects. Intervention A course in operations research for surgical services was originally developed for hospital administration students. It satisfies 2 of the Institute of Medicine's core competencies for health professionals: evidence-based practice and work in interdisciplinary teams. The course lasts 3.5 days (eg, 2 weekends) and consists of 45 cognitive objectives taught using 7 published articles, 10 lectures, and 156 computer-assisted problem-solving exercises based on 17 case studies. We tested the hypothesis that the cognitive objectives of the curriculum provide the knowledge and problem-solving skills necessary to perform projects that satisfy the SBP competency. Standardized terminology was used to define each component of the SBP competency for the minimum level of knowledge needed. The 8 components of the competency were examined independently. Findings Most cognitive objectives contributed to at least 4 of the 8 core components of the SBP competency. Each component of SBP is addressed at the minimum requirement level of exemplify by at least 6 objectives. There is at least 1 cognitive objective at the level of summarize for each SBP component. Conclusions A curriculum in operating room management can provide the knowledge and problem-solving skills anesthesiologists need for participation in projects that satisfy the SBP competency.

Math Pairs—Parents as Partners

1992 ◽  
Vol 40 (1) ◽  
pp. 10-12
Author(s):  
Susan R. O'Connell
Keyword(s):  
Problem Solving ◽  
Mathematics Classroom ◽  
Critical Role ◽  
Primary Concern ◽  
Problem Solving Skills ◽  
Evaluation Standards ◽  
College Park ◽  
Teaching Problem ◽  
Problem Solvers

The need for students to be effective problem solvers is a primary concern of today's mathematics educators. The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) views problem solving as “a process that should permeate the entire program and provide the context in which concepts and skills can be learned”(p.23). The recognition of the critical role of problem solving in today's mathematics classroom challenges teachers to develop creative and effective ways to bolster students' problem-solving skills. At Hollywood Elementary School in College Park, Maryland, a program titled” Math Pairs—Parents as Partners” was developed in an attempt to tap available resources to meet the challlenge of teaching problem solving in mathematic.

scholarly journals The Effective Learning Models in Developing Problem-Solving Skills

2019 ◽  
Author(s):  
Firlita Nurul Kharisma ◽  
Sri Mulyani Endang Susilowati ◽  
Saiful Ridlo
Keyword(s):  
Problem Solving ◽  
Sample Selection ◽  
Learning Model ◽  
Master Problem ◽  
Learning Models ◽  
Problem Solving Skills ◽  
Effective Learning ◽  
Quasi Experimental ◽  
Study Population ◽  
Skills Learning

21st-century learning demands and the 2013 curriculum, master problem-solving skills. Learning model that will be tested PBL, PjBL, and DL with a scientific approach. This study aims, to find out among the three learning models above, which learning model is the most effective for developing problem-solving skills. The research method used was quasi-experimental with the design of posttest-only control groups. The study population consisted of students seven classes of SMP 6 Petarukan the number is seven classes. Sample selection techniques using cluster random sampling obtained three classes for the experimental group and one for control. Data on problem-solving abilitiesaretakenusingmultiplechoicetestswithatotalof20item.Theresultsshowed: (1)therewerenosignificantdifferencesaboutstudents’abilityinproblem-solvingtaught byPBL,PjBL,andDLlearningmodels,butdifferedsignificantlyfromthecontrolgroup; (2) the effectiveness of the three learning models based on achievement from high to low is the PBL, PjBL, and DL models.

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