Self-directed learning in problem-based learning and its relationships with self-regulated learning

This study investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates to self-regulated learning (SRL). First, it is explained how SDL is implemented in PBL environments. Similarities between SDL and SRL are highlighted. However, both concepts differ on important aspects. SDL includes an additional premise of giving students a broader role in the selection and evaluation of learning materials. SDL can encompass SRL, but the opposite does not hold. Further, a review of empirical studies on SDL and SRL in PBL was conducted. Results suggested that SDL and SRL are developmental processes, that the "self" aspect is crucial, and that PBL can foster SDL. It is concluded that conceptual clarity of what SDL entails and guidance for both teachers and students can help PBL to bring forth self-directed learners

Aesthetic design using multi-objective evolutionary algorithms

The use of computational methodologies for the optimization of aesthetic parameters is not frequent mainly due to the fact that these parameters are not quantifiable and are subjective. In this work an interactive methodology based on the use of multi-objective optimization algorithms is proposed. This strategy associates the results of different optimization runs considering the existent quantifiable objectives and different sets of boundary conditions concerning the decision variables, as defined by an expert decision maker. The associated results will serve as initial population of solutions for a final optimization run. The idea is that a more global picture of potential ”good” solutions can be found. At the end this will facilitate the work of the expert decision maker since more solutions are available. The method was applied to a case study and the preliminary results obtained showed the potentially of the strategy adopted.One of the authors acknowledges the financial support received by the Portuguese Science Foundation under grant SFRH/BD/44600/ 2008

Students’ and Teachers’ Experiences With the Implementation of Problem-Based Learning at a University Law School

A few years ago, the Erasmus School of Law implemented problem-based learning (PBL) as an instructional method in the bachelor’s program. Transition to a PBL program often brings some difficulties for the teaching staff. To find out whether the implementation at the Erasmus School of Law has been successful, students and teachers were asked about their experiences with and perceptions of the PBL program. Both students and teachers reported positive study behaviors, such as regular studying and active involvement of students as a result of PBL. However, some issues also arose after implementing PBL: staff members reported dissatisfaction regarding the PBL program and students reported feelings of insufficient preparation for the legal profession. Recommendations on how to address these issues are discussed

Effects of Desk-Bike Cycling on Phonological Working Memory Performance in Adolescents With Attention Deficit Hyperactivity Disorder

We investigated the effects of active workstations on cognitive control functions in individuals diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). In a fully counterbalanced randomized control design, we examined the effects of cycling on a desk bike on phonological working memory (WM) in 18 adolescents with ADHD. Adolescents performed a phonological WM test across two separate sessions during which they either cycled or not. It was hypothesized that participants would perform better on the WM task while cycling as compared to seated-rest. Results showed that total WM performance was not affected by desk-bike cycling. Exploratory analyses suggested that cycling during more difficult trials (i.e., high WM demands) is beneficial for WM performance. More research is needed to shed light on how task difficulty moderates the potential compensatory effect of desk-bike cycling on WM performance in adolescent ADHD participants

Learners Self-directing Learning in FutureLearn MOOCs: A Learner-Centered Study

This qualitative research study focuses on how experienced online learners self-direct their learning while engaging in a MOOC delivered on the FutureLearn platform. Self-directed learning is an important concept within informal learning and online learning. This study distinguishes itself from previous MOOC learner studies, by reporting the self-directed learning using a bottom-up approach. By looking at self-reported learning logs and interview transcripts an in-depth analysis of the self-directed learning is achieved. The data analysis used constructed grounded theory, which aligns with the bottom-up approach where the learner data is coded and investigated in an open, yet evidence-based way, leaving room for insights to emerge from the learner data. The data corpus is based on 56 participants following three FutureLearn MOOCs, providing 147 learning logs and 19 semi-structured one-on-one interviews with a selection of participants. The results show five specific areas in which learners react with either the material or other learners to self-direct their learning: context, individual or social learning, technology and media provided in the MOOCs, learner characteristics and organising learning. This study also indicates how intrinsic motivation and personal learning goals are the main inhibitors or enablers of self-directed learning

Lentiviral delivery of the human wild-type tau protein mediates a slow and progressive neurodegenerative tau pathology in the rat brain.

Most models for tauopathy use a mutated form of the Tau gene, MAPT, that is found in frontotemporal dementia with Parkinsonism linked to chromosome 17 (FTDP-17) and that leads to rapid neurofibrillary degeneration (NFD). Use of a wild-type (WT) form of human Tau protein to model the aggregation and associated neurodegenerative processes of Tau in the mouse brain has thus far been unsuccessful. In the present study, we generated an original "sporadic tauopathy-like" model in the rat hippocampus, encoding six Tau isoforms as found in humans, using lentiviral vectors (LVs) for the delivery of a human WT Tau. The overexpression of human WT Tau in pyramidal neurons resulted in NFD, the morphological characteristics and kinetics of which reflected the slow and sporadic neurodegenerative processes observed in sporadic tauopathies, unlike the rapid neurodegenerative processes leading to cell death and ghost tangles triggered by the FTDP-17 mutant Tau P301L. This new model highlights differences in the molecular and cellular mechanisms underlying the pathological processes induced by WT and mutant Tau and suggests that preference should be given to animal models using WT Tau in the quest to understand sporadic tauopathies