A New Model for Developing Students’ Deep-Learning Skills – Dr Yianna Vovides, Georgetown University
Original article reference:
This SciPod is a summary of the paper ‘Elusive learning – using learning analytics to support reflective sensemaking of Ill-Structured ethical problems: A learner-managed dashboard solution’, from Future Internet. https://doi.org/10.3390/fi8020026
About this episode
Online education has recently experienced a surge in popularity, and this trend is set to continue. Through online learning, individuals who are unable to take courses on campus, due to family, work or financial pressures, now have the opportunity to pursue university degrees. However, one shortfall of online education is that it often fails to develop students’ deep-learning skills, which are required for effectively tackling complex problems. In a recent study, Dr Yianna Vovides of Georgetown University investigated this issue.
This work is licensed under a Creative Commons Attribution 4.0 International License.
What does this mean?
Share: You can copy and redistribute the material in any medium
Adapt: You can change, and build upon the material for any
purpose, even commercially.
Credit: You must give appropriate credit, provide a link to the
license, and indicate if changes were made.
Studies suggest that children who rely more on vision from their left eye could be more likely to develop dyslexia if they learn to write using pathways in the right brain hemisphere. Dr David Mather, a researcher at the University of Victoria, recently published a paper reviewing these findings. He outlines a proposed approach to teaching writing skills that could prevent these children from developing dyslexia. This approach involves teaching children to write when they are 7 or 8 years old, when the human brain is better at mapping and memorising entire words.
Humans have driven dramatic environmental changes – most of which have a negative impact on us and other species. Today, we can only understand ecological systems by integrating the impacts of human activities, driven by our social systems. These social-ecological systems are dynamic, consisting of feedback loops and several interacting sub-systems – such as forests and agricultural production. The resilience of these systems is dependent on diversity – be it ecological or social. Beyond a certain point, a sub-system may cross a tipping point that changes the state of the whole system, potentially irreversibly, ushering in a new social-ecological state, which is typically less favourable than the former state. In recent research, an international team of experts has developed an advanced analytical framework to examine the tipping points within the social-ecological multiverse of the Southwestern Amazon.
As they age, steel and concrete structures often need to be retrofitted. One such way of strengthening is with Carbon Fibre Reinforced Polymer – or ‘CFRP’ – laminates. For certain applications, however, this can be a difficult and time-consuming process, and the resulting laminates are prone to debonding. In his research, Dr Abheetha Peiris at the University of Kentucky developed a new type of strengthening in the form of CFRP strip and rod panels. The panels can slot together seamlessly – making them less prone to failure, and far easier to assemble. Through a series of experiments and field applications, he revealed how the new method can be applied for retrofitting both steel and concrete structures.
Before an infant can learn the link between a word and an object by following a pointing gesture, Professor Nancy Rader’s team has found that infants can learn this association through ‘show gestures’. Show gestures entail bringing an object towards the child and rotating it, while synchronizing the movements with speech. While the effect of show gestures decreases with age during childhood, Rader and her colleagues have found that non-verbal children on the autism spectrum are very sensitive to this information, performing as well in learning words as age-matched typically-developing children.
Increase the impact of your research
• Good science communication encourages everyday people to be scientifically literate so that they can analyse the integrity and legitimacy of information.
• Good science communication encourages people into STEM-related fields of study and employment.
• Good public science communication fosters a community around research that includes both members of the public, policymakers and scientists.
• In a recent survey, 75% of people suggested they would prefer to listen to an interesting story than read it.
Upload your science paper
SciPod script written
Voice audio recorded