Exploration of video e-learning content with smartphones

Nowadays computer users prefer to learn or complement their studies with video materials. While there are many video e-learning resources available on the internet, video sharing platforms such as YouTube which provide these resources, do not structure the presented material in the prerequisite order. Furthermore, they do not track the background of the users when recommending the next material to watch. Our aim is to overcome this limitation of the existing video on demand systems. In this paper we describe the architecture of the e-learning system that we are developing which allows users to search and watch video materials organized with respect to their background and presented in prerequisite order. One of the key features of our e-learning platform is to enable users to explore the video content with mobile devices. We propose a new visual metaphor based on lists for mobile devices which reflect the prerequisite graph structure, utilizing the limited screen size more effectively

An Educational Intervention to Enhance Nursing Competency in the Prevention and Treatment of Pressure Ulcers in the Rural Setting

Abstract Pressure ulcers have been identified as a major source of morbidity, contributing to poor patient outcomes and increased healthcare cost (Bergquist-Beringer et aI., 2009). The significance to nursing practice lies in the fact that pressure ulcers are preventable with appropriate nursing care and interventions (Benbow). According to Banks, Gilmartin and Fink (2010), nurses caring for patients in the rural setting have faced a unique challenge in maintaining competency (p. EI), particularly when encountering uncommon complications. This study aimed to assess the effectiveness of a focused, multifaceted educational intervention on nursing knowledge related to prevention and treatment of pressure ulcers in the rural setting. Because individuals learn differently, a multifaceted educational approach was utilized to ensure that the educational methods implemented were suitable for those with a variety of learning styles. Rogers\u27 (1995) Diffusion ofInnovations Theory provided the theoretical framework. A pretest/post-test intervention quasi-experimental study design was utilized to measure outcomes at three rural health facilities (one hospital and two long term care facilities) in a western state. Nurse paliicipants in the study completed an online learning module from the National Database for Nursing Quality Indicators organization. Additionally, nurses attended a skills lab where hands-on competency was assessed in the areas of pressure ulcer staging and dressing changes. A nurse champion from one ofthe care areas acted as a pressure ulcer expert, and assisted with the skills stations. Educational posters, reference binders, and reference pocket cards were provided on each unit for the purpose of self-teaching. A pretest knowledge assessment was administered prior to the intervention and a post-test was administered during the post intervention period. A 5-point Likel1 Scale was used to assess level of confidence in caring for patient with or at risk for pressure ulcers at the same intervals. Demographics were collected and data were analyzed using t-tests and tests of association. The study demonstrated a statistically significant increase in nursing confidence related to the assessment and care of pressure ulcers in the post intervention period

An Exploratory Investigation of the Learning Styles of Students In an On-Line Degree Program

This study is an exploratory investigation into whether different leaning styles predict performance in an online course. Students enrolled in several cohorts of an accredited MBA program were surveyed with regard to their learning styles and those styles were correlated with the grades earned in the course. The program is unique in that the entire program could be completed online

Understanding dyslexia and multiple intelligences

Dyslexia is the most common learning disability which occurs in one in ten school children. In fact, the numbers may be more, as high as 20 percent, since there is no statistical data available for India. Children with dyslexia, unlike other disabilities, do not have any physical ‘marks’ or attributes. Hence, it is an invisible disability

Discovering the prerequisite relationships among instructional videos from subtitles

Nowadays, students prefer to complement their studies with online video materials. While there are many video e-learning resources available on the internet, video sharing platforms which provide these resources, such as YouTube, do not structure the presented materials in a prerequisite order. As a result, learners are not able to use the existing materials effectively since they do not know in which order they need to be studied. Our aim is to overcome this limitation of existing video sharing systems and improve the learning experience of their users by discovering prerequisite relationships among videos where basic materials are covered prior to more advanced ones. Experiments performed on commonly used gold standard datasets show the effectiveness of the proposed approach utilizing measures based on phrase similarity scores

A Theory of the Relationships between Cognitive Requirements of Computer Programming Languages and Programmers’ Cognitive Characteristics

This paper formulates a theory that investigates the possible effects of two human cognitive characteristics, on the difficulties of learning specific programming languages. The two human cognitive characteristics are Piaget’s cognitive development and McCarthy’s cognitive hemispheric style. This paper consolidates prior research and accepted cognitive theory. It then presents a formulation of a theory that relates cognitive requirements of different computer programming languages and programmers’ cognitive characteristics. If the cognitive requirements for a programming language are beyond the cognitive characteristics of a programming student, the student may burn out. If the cognitive requirements are below the student’s cognitive characteristics the student may be bored. If they are similar to them, the student is able to meet the challenges. Motivation, interest, self-esteem and success may thus be optimized. Different programming languages are more suited for different cognitive characteristics. This theory extends prior research in cognitive theory and cognitive requirements of computer programming

Verbalisers and Visualisers: Cognitive Styles That Are Less Than Equal

Over the past thirty years numerous models of cognitive style, varying in complexity and applicability, have been developed. While these models have sparked a vast body of educational research, the results have been equivocal. The models have been widely criticized for their lack of precision and predictability. According to Kozhevnikov, Kosslyn & Sheppard (2005, p 710) “much of the previous work suffered from arbitrary distinctions and overlapping dimensions.” In spite of the criticism, several models of cognitive style survive and continue to stimulate research. Two of these models, the Field Dependent – Field Independence cognitive style and the Reflective-Impulsivity model will be reviewed briefly. Then we will discuss the Verbaliser-visualiser model on which the present research is based