The Natural Way To Learn: Learn Without Learning

Natural learning ways currently used to accelerate the velocity of learning are reviewed, including Selman’s MEDICASA model with his platoon system of participatory responses---all demonstrating innovative multi-sensory, multi-learning skills.  To augment persuasion and articulation ability of business school students, stand-up comedy is used (University of Chicago).  Song writing, storytelling and improvisation (Vanderbilt University-Owens Management), and for Shakespearean motivation for other management skills at the corporate executive level (Northrup Grumman).  Food “chow-down”, before and during classes, including pizzas, soyburgers and chocolate candy, for relaxation and memory stimulation and retention.  The aromatherapy path to soft learning, the path of music and subliminal sound--Mozart effect and silent sound--and other multi-sensory aids and teaching techniques to activate all the senses for learning---Key for three senses, but strive for five!  Other learning techniques include Selman’s Universal Method (SUM) of breaking large problems into manageable parts or patches.  His MEDICASA Model for developing models for multi-learning in various venues will be demonstrated. Another approach is to have abstract ideas in the sciences translated into physical learning aids, or robotic device, or toys--- where the kernel of the analogies can be retained for comprehending differing situations in the present, and for future metaphors.  Learning aids, toys, robotic devices and simulation techniques will be explored for state-of-the-art reinforcement of ideas and innovative concepts at this point in time.  When Al Gross (a.k.a. Phineas Thaddeus Veeblefetzer) passed away at the end of the last millennium, the gizmos he designed and had patented---just for the fun of it!-- like Dick Tracy’s two-way wrist radio, the walkie-talkie, and other wireless wonders still have a revered resting place in the heart of our fun memories.  Learning can be reinforced in many ways.  But learning without play is difficult, grim and boring presentations.  It may be the major failing of our educational system

Hi-Tek Learning Strategies

Unorthodox ways currently used in colleges to accelerate the velocity of learning are reviewed. To augment persuasion and articulation ability of business school students, stand-up comedy is used (University of Chicago). Song writing, storytelling and improvisation (VanderbiltUniversity-Owens Management), and for Shakespearean motivation for other management skills at the corporate execu-tive level (Northrup Grumman). Food “chow-down”, before and during classes, including pizza and chocolate candy, for relaxation and memory stimulation. The aromatherapy path to the learning, the path of music and subliminal sound---Mozart effect and silent sound--and other sensory aids and teaching techniques to activate all the senses for learning-Key for three, but strive for five!. Other learning techniques include Selman’s Universal Method (SUM) of breaking large problems into manageable parts or patches, his MEDICASA model and a platoon system of participatory responses---all demonstrating skills, motor and sensory. Another approach is to have abstract ideas in the sciences translated into physical learning aids, or robotic device, or toys----where the kernel of the analogies can be retained for comprehending different situations in the present, and for future metaphors. Learning can be reinforced in many ways. But learning with-out play is difficult---grim and boring presentations. It may be the major failing of our educa-tional system; especially, as training for persuasive communication skills. This paper asks---What if it were possible to transfer information and improve communication without the circuitous paths of present ways of teaching? What if a teacher could guide a student beyond the normal capacity of his/her mind by "broad-casting" over the natural defense mechanism of the unused 90% of the brain

Circuits to control--learning engineering by designing LEGO robots

Thesis (Ph. D.)--Massachusetts Institute of Technology, Program in Media Arts & Sciences, 1994.Includes bibliographical references (leaves 251-255).by Fred Garth Martin.Ph.D

A Case Study: Motivational Attributes of 4-H participants engaged in Robotics

Robotics has gained a great deal of popularity across the United States as a means to engage youth in science, technology, engineering, and math. Understanding what motivates youth and adults to participate in a robotics project is critical to understanding how to engage others. By developing a robotics program built on a proper understanding of the motivational influences, the program can be built on a foundation that addresses these influences. By engaging more youth in the robotics program, they will be able to envision a future for themselves as a high-school or college graduate, in addition to a viable employee with marketable skills in tough economy. The purpose of this research was to evaluate the underlying motivational attributes or factors that influenced 4-H youth, parents, volunteers, and agents to participate in the Mississippi 4-H robotics project. Specifically, this research focuses on two unique counties in Mississippi with very diverse populations. Interviews with participants, observation, and document analysis which took place occurred over the course of a robotics year – October to July. This study sought to identify motivational attributes of participants in the robotics project. Once identified these attributes could be used when developing new program curricula or expanding into new counties in Mississippi. Data analysis revealed that there are many unique motivational factors that influence participants. Among these factors, (1) the desire to build and construct a robot, (2) competition and recognition, (3) desire for future success and security, (4) safe place to participate and build relationships, (5) teamwork, (6) positive role models, and (7) encouragement

The Cowl - v.83 - n.18 - Feb 28, 2019

The Cowl - student newspaper of Providence College. Vol. 83 No. 18 - February 28, 2019. 24 pages

Yale Medicine Magazine, Summer 2019

This is the Summer 2019 issue of Yale Medicine Magazine, v. 53, no. 3. Prepared in cooperation with the alumni and development offices at the School of Medicine. Earlier volumes are called Yale School of Medicine alumni bulletins, dating from v.1 (1953) through v.13 (1965) and Yale Medicine: alumni bulletin of the School of Medicine, v.1 (1965) through v. 52, no.1. (Autumn, 2017).https://elischolar.library.yale.edu/yale_med_alumni_newsletters/1044/thumbnail.jp

Professional Judgment in an Era of Artificial Intelligence and Machine Learning

Though artificial intelligence (AI) in healthcare and education now accomplishes diverse tasks, there are two features that tend to unite the information processing behind efforts to substitute it for professionals in these fields: reductionism and functionalism. True believers in substitutive automation tend to model work in human services by reducing the professional role to a set of behaviors initiated by some stimulus, which are intended to accomplish some predetermined goal, or maximize some measure of well-being. However, true professional judgment hinges on a way of knowing the world that is at odds with the epistemology of substitutive automation. Instead of reductionism, an encompassing holism is a hallmark of professional practice—an ability to integrate facts and values, the demands of the particular case and prerogatives of society, and the delicate balance between mission and margin. Any presently plausible vision of substituting AI for education and health-care professionals would necessitate a corrosive reductionism. The only way these sectors can progress is to maintain, at their core, autonomous professionals capable of carefully intermediating between technology and the patients it would help treat, or the students it would help learn