Rich environments for active learning in action: Problem‐based learning

Rich Environments for Active Learning (REALs) are comprehensive instructional systems that are consistent with constructivist theories. They promote study and investigation within authentic contexts; encourage the growth of student responsibility, initiative, decision making and intentional learning; cultivate collaboration among students and teachers; utilize dynamic, interdisciplinary, generative learning activities that promote higher‐order thinking processes to help students develop rich and complex knowledge structures; and assess student progress in content and learning‐to‐learn within authentic contexts using realistic tasks and performances. Problem‐Based Learning (PBL) is an instructional methodology that can be used to create REALs. PBL's student‐centred approach engages students in a continuous collaborative process of building and reshaping understanding as a natural consequence of their experiences and interactions within learning environments that authentically reflect the world around them. In this way, PBL and REALs are a response to teacher‐centred educational practices that promote the development of inert knowledge, such as conventional teacher‐to‐student knowledge dissemination activities. In this article, we compare existing assumptions underlying teacher‐directed educational practice with new assumptions that promote problem solving and higher‐level thinking by putting students at the centre of learning activities. We also examine the theoretical foundation that supports these new assumptions and the need for REALs. Finally, we describe each REAL characteristic and provide supporting examples of REALs in action using PB

Rich environments for active learning: a definition

Rich Environments for Active Learning, or REALs, are comprehensive instructional systems that evolve from and are consistent with constructivist philosophies and theories. To embody a constructivist view of learning, REALs: promote study and investigation within authentic contexts; encourage the growth of student responsibility, initiative, decision making, and intentional learning; cultivate collaboration among students and teachers; utilize dynamic, interdisciplinary, generative learning activities that promote higher-order thinking processes to help students develop rich and complex knowledge structures; and assess student progress in content and learning-to-learn within authentic contexts using realistic tasks and performances. REALs provide learning activities that engage students in a continuous collaborative process of building and reshaping understanding as a natural consequence of their experiences and interactions within learning environments that authentically reflect the world around them. In this way, REALs are a response to educational practices that promote the development of inert knowledge, such as conventional teacher-to-student knowledge-transfer activities. In this article, we describe and organize the shared elements of REALs, including the theoretical foundations and instructional strategies to provide a common ground for discussion. We compare existing assumptions underlying education with new assumptions that promote problem-solving and higher-level thinking. Next, we examine the theoretical foundation that supports these new assumptions. Finally, we describe how REALs promote these new assumptions within a constructivist framework, defining each REAL attribute and providing supporting examples of REAL strategies in action

Elevated apoptosis impairs epithelial cell turnover and shortens villi in TNF-driven intestinal inflammation

The intestinal epithelial monolayer, at the boundary between microbes and the host immune system, plays an important role in the development of inflammatory bowel disease (IBD), particularly as a target and producer of pro-inflammatory TNF. Chronic overexpression of TNF leads to IBD-like pathology over time, but the mechanisms driving early pathogenesis events are not clear. We studied the epithelial response to inflammation by combining mathematical models with in vivo experimental models resembling acute and chronic TNF-mediated injury. We found significant villus atrophy with increased epithelial cell death along the crypt-villus axis, most dramatically at the villus tips, in both acute and chronic inflammation. In the acute model, we observed overexpression of TNF receptor I in the villus tip rapidly after TNF injection and concurrent with elevated levels of intracellular TNF and rapid shedding at the tip. In the chronic model, sustained villus atrophy was accompanied by a reduction in absolute epithelial cell turnover. Mathematical modelling demonstrated that increased cell apoptosis on the villus body explains the reduction in epithelial cell turnover along the crypt-villus axis observed in chronic inflammation. Cell destruction in the villus was not accompanied by changes in proliferative cell number or division rate within the crypt. Epithelial morphology and immunological changes in the chronic setting suggest a repair response to cell damage although the villus length is not recovered. A better understanding of how this state is further destabilised and results in clinical pathology resembling IBD will help identify suitable pathways for therapeutic intervention

The Effect of CRT Screen Design on Learning and Time

Two CAI programs tested the effects of plain and enhanced screen designs, with or without information about the designs, and task‐type on learning time and achievement. The enhanced versions used headings, directive cues, running heads, and graphic devices to organize and structure the content, Information about the screens described the purposes of the enhanced features and instructed the students to use those features while studying. One program required learners to perform a memorization task; the second program required concept acquisition and application. Plain‐screen versions were equal to the enhanced versions in the effects on learning. Information about text enhancements reduced lesson time when the enhancements provided the learner with program control options