The outcome-based iCAN! / theyCAN! feedback paradigm differentiates strong and weak learning outcomes, learner diversity, and the learning outcomes of each learner: A shift to metacognitive assessment

Background Can learning outcomes be transformed in useful tools revealing strong and weak learning outcomes, learners, teachers; reporting student self-assessment overestimation; informing formative feedback and summative examinations? Methods Based on the ESMO / ASCO global curriculum, 66 level-two learning outcomes were identified and transformed in the iCAN!-Oncology and theyCAN!-Oncology questionnaires, anonymously completed online, before and after teaching, by trainees and trainers respectively, in a five-day fulltime undergraduate oncology course. Results In total, students assessed themselves (iCAN!) with 55% before and 70% after the course (27% improvement); teachers assessed students (theyCAN!) with 43% before and 69% after (60% improvement). Twenty level-two learning outcomes (30%) were scored below the pass / fail cut-point by students while 46 (70%) by teachers, before the course; none after the course. Students assessed themselves the highest in “TNM system” before (81%) and after (82%), while the teachers assessed students so in “Normal cell biology” before (72%) and “Moral / ethical issues in clinical research” after (83%). The lowest assessed outcome was the “Research protocol” by students (28%) and teachers (18%) before, and the “Anticancer agents” after (54% by both). Individual students self-assessed themselves from 31% to 88% before, and from 54% to 88% after; individual teachers assessed students from 29% to 66% before, and from 55% to 94% after. The iCAN! / theyCAN! provided detailed individual student or teacher profile, tightfisted or generous. Conclusions The iCAN! / theyCAN! differentiate strong and weak learning outcomes, learners, teachers; reveal no student self-assessment overestimation; inform formative feedback and summative exams at a metacognitive level; generalize to any course and assessor; support evidence-based teaching and learning SWOT policy.

PENERAPAN MEDIA GAMBAR UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS I SD NEGERI 011 AIR EMAS

In the process of learning Social Sciences is very necessary for the right and optimal learning for students by teachers both intellectually and emotionally, so that ideal conditions are created in the learning process. But the learning process carried out by the teacher is very far from the ideal word, this is due to the weak learning process developed by the teacher. The purpose of this study was to improve the learning outcomes of students' Social Sciences by applying media images. This study uses classroom action research which consists of 4 stages, such as; planning, observation, implementation and reflection. As for the results of the study, judging from the initial completeness, as many as 13 students or 43.3% of students who completed the Minimum Completion Criteria, while the students who were not completed were 17 students or 56.6% with a class average of 63.4. In the first cycle, as many as 21 students or 70% had completed reaching the Minimum Completion Criteria, while students who had not yet completed reached the Minimum Completion Criteria as many as 9 students or 30% with a class average value of 73.2. For the second cycle, as many as 26 students or 86.6% had completed reaching the Minimum Completion Criteria and only 4 students or 13.3% had not yet completed reaching the Minimum Completion Criteria.

Behavioral tagging and the penumbra of learning

In noisy, dynamic environments, organisms must distinguish genuine change (e.g., the movement of prey) from noise (e.g., the rustling of leaves). Expectations should be updated only when the organism believes genuine change has occurred. Although individual variables can be highly unreliable, organisms can take advantage of the fact that changes tend to be correlated (e.g., movement of prey will tend to produce changes in both visual and olfactory modalities). Thus, observing a change in one variable provides information about the rate of change for other variables. We call this the penumbra of learning. At the neural level, the penumbra of learning may offer an explanation for why strong plasticity in one synapse can rescue weak plasticity at another (synaptic tagging and capture). At the behavioral level, it has been observed that weak learning of one task can be rescued by novelty exposure before or after the learning task. Here, using a simple number prediction task, we provide direct behavioral support for the penumbra of learning in humans, and show that it can be accounted for by a normative computational theory of learning.

Hegemonic Relationships: Donor Countries and NGOs in Western Balkan Post-Conflict Reconstruction

The impact of Non-Governmental Organizations’ reconstruction activities in Bosnia and Kosovo was largely determined by the nature and content of two dominant relationships. The first is the donor countries-International NGO (INGO) relationship. To grasp the importance of this relationship, it suffices to mention that, at the global level, donors give around five times more funds to INGOs (and more precisely to their own national NGOs) than to Local NGOs (LNGOs). The second is the International NGO-LNGO relationship. With respect to the first relationship, donor countries had a clear hegemonic position vis-à-vis INGOs. In turn, INGOs developed a hegemonic position towards LNGOs. These hegemonic relationships undermined the quality and effectiveness of aid disbursed and failed to promote the development of an open and democratic civil society. More interestingly, although most donors and INGOs got involved in the post-conflict reconstruction of both countries, very weak learning processes seem to have operated in the region. A comparative examination of the two reconstruction efforts reveals that the manifestation of many inefficiencies and failures was indeed even more acute in Kosovo than in Bosnia.

On the Application of Primary and Middle School Subject Learning Websites

Through the analysis of relevant literature and typical websites, this document summed up the problems in the application of China’s primary and middle school subject learning websites such as single evaluation method, scarce learning resources, weak learning supports etc, and puted forward the corresponding improving strategies for each problem so as to make it more perfect and applicable.

Leeroriëntatie van medewerkers als moderator in de relatie tussen transformationeel leiderschap en intrinsieke werkmotivatie

Employees' learning orientation as a moderator in the relationship between transformational leadership and psychological empowerment Employees' learning orientation as a moderator in the relationship between transformational leadership and psychological empowerment Niek Faber, Onne Janssen & Tjeerd Bartlema, Gedrag & Organisatie, Volume 19, Maart 2006, nr. 1, pp. 22-36 Employees' learning orientation was hypothesized to enhance the positive relationship between transformational leadership and empowerment experienced by employees. As expected, a survey among 191 attendants of organizational-psychological training courses showed a positive relationship between transformational leadership and psychological empowerment. However, a learning orientation was found to serve as a substitute rather than an enhancer of the empowering effect of transformational leadership. More specifically, transformational leadership was strongly related to psychological empowerment for employees with a weak learning orientation. For employees with a strong learning orientation, transformational leadership had only a marginal relationship with psychological empowerment because these employees had already relatively high levels of empowerment induced by their learning orientation.