Search systems are often used to support learning-oriented goals. This trend has given rise to the “search-as-learning” movement, which proposes that search systems should be designed to support ...learning. To this end, an important research question is: How does a searcher’s
type
of learning objective (LO) influence their trajectory (or
pathway
) toward that objective? We report on a lab study (N = 36) in which participants gathered information to meet a specific type of LO. To characterize LOs
and pathways
, we leveraged Anderson and Krathwohl’s (A&K’s) taxonomy
3
. A&K’s taxonomy situates LOs at the intersection of two orthogonal dimensions: (1)
cognitive process
(CP) (remember, understand, apply, analyze, evaluate, and create) and (2)
knowledge type
(factual, conceptual, procedural, and metacognitive knowledge). Participants completed learning-oriented search tasks that varied along three CPs (apply, evaluate, and create) and three knowledge types (factual, conceptual, and procedural knowledge). A
pathway
is defined as a sequence of
learning instances
(e.g., subgoals) that were also each classified into cells from A&K’s taxonomy. Our study used a think-aloud protocol, and pathways were generated through a qualitative analysis of participants’ think-aloud comments and recorded screen activities. We investigate three research questions. First, in RQ1, we study the impact of the LO on pathway characteristics (e.g., pathway length). Second, in RQ2, we study the impact of the LO on the types of A&K cells traversed along the pathway. Third, in RQ3, we study common and uncommon
transitions
between A&K cells along pathways conditioned on the knowledge type of the objective. We discuss implications of our results for designing search systems to support learning.
The value of the learning objectives used by the teacher in the lesson plans in the learning process must require that the Al-Qur’an. It is used as a book of instructions and a source of knowledge in ...explaining the learning objectives that should be included in the lesson plans. This research is a literature study (library research). The data sources in this study consisted of primary data in the form of the Qur'an Surah al-Baqarah (verses 31, 32, 102, 129, 151, 239, 251), Surah Ali Imran (verses 48, 79, 164), and Surah An-Nisa ( verse 113). While secondary data in the form of books of interpretation of al-Qur'anul Madjid An-Nur, interpretation of the Qur'an Karim, interpretation of al-Azhar and interpretation of al-Mishbah as well as books of science and philosophy of Islamic education that have relevance and significance to the topic of this research, namely learning objectives in the Koran. The method used in the data analysis of this research is the thematic interpretation method (tafsir maudu'iy). The results of the descriptive analysis reveal that linguistically the Koran uses the terms ta'lim, tadris and tarbiyah, to express the word learning. Meanwhile, to express the purpose, the Qur'an uses the term maqasid, namely muqtasidah, qasidan, qas'd, iqsid and muqtasid. All these terms implicitly contain the meaning of the goal, namely the formulation that will be achieved on the basis of the cognitive, affective and psychomotor domains, which are the targets to be achieved after the completion of the learning process, and can motivate students in carrying out the learning process.
In medical education, the curriculum passes through at least four stages between vision and learning of students namely: “intended” to “planned” to “implemented” to the “learned” curriculum. The most ...important safeguard for keeping these formats compatible is the quality of the aims and objectives. This editorial describes the hierarchy of the educational objectives, their importance, types, sources, and qualities and best ways to formulate effective learning objectives that link learning and outcomes to the vision and consequent aims. Also, the article highlights the common misjudgements and misuses of the learning objectives which may produce different and certainly poorer outcomes than those planned for.
When designing communicative visualizations, we often focus on goals that seek to convey patterns, relations, or comparisons (cognitive learning objectives). We pay less attention to affective ...intents-those that seek to influence or leverage the audience's opinions, attitudes, or values in some way. Affective objectives may range in outcomes from making the viewer care about the subject, strengthening a stance on an opinion, or leading them to take further action. Because such goals are often considered a violation of perceived 'neutrality' or are 'political,' designers may resist or be unable to describe these intents, let alone formalize them as learning objectives. While there are notable exceptions-such as advocacy visualizations or persuasive cartography-we find that visualization designers rarely acknowledge or formalize affective objectives. Through interviews with visualization designers, we expand on prior work on using learning objectives as a framework for describing and assessing communicative intent. Specifically, we extend and revise the framework to include a set of affective learning objectives. This structured taxonomy can help designers identify and declare their goals and compare and assess designs in a more principled way. Additionally, the taxonomy can enable external critique and analysis of visualizations. We illustrate the use of the taxonomy with a critical analysis of an affective visualization.
Patients ≥ 70 years of age with acute myeloid leukemia (AML) have a poor prognosis. Recent studies suggested that intensive AML-type therapy is tolerated and may benefit most. We analyzed 446 ...patients ≥ 70 years of age with AML (≥ 20% blasts) treated with cytarabine-based intensive chemotherapy between 1990 and 2008 to identify risk groups for high induction (8-week) mortality. Excluding patients with favorable karyotypes, the overall complete response rate was 45%, 4-week mortality was 26%, and 8-week mortality was 36%. The median survival was 4.6 months, and the 1-year survival rate was 28%. Survival was similar among patients treated before 2000 and since 2000. A multivariate analysis of prognostic factors for 8-week mortality identified the following to be independently adverse: age ≥ 80 years, complex karyotypes, (≥ 3 abnormalities), poor performance (2-4 Eastern Cooperative Oncology Group), and elevated creatinine > 1.3 mg/dL. Patients with none (28%), 1 (40%), 2 (23%), or ≥ 3 factors (9%) had estimated 8-week mortality rates of 16%, 31%, 55%, and 71% respectively. The 8-week mortality model also predicted for differences in complete response and survival rates. In summary, the prognosis of most patients (72%) ≥ 70 years of age with AML is poor with intensive chemotherapy (8-week mortality ≥ 30%; median survival < 6 months).
Hundreds of sustainability programs have emerged at universities and colleges around the world over the past 2 decades. A prime question for employers, students, educators, and program administrators ...is what competencies these programs develop in students. This study explores convergence on competencies for sustainability programs. We conducted a Delphi study with 14 international experts in sustainability education on the framework of key competencies in sustainability by Wiek et al. (Sustain Sci 6: 203–218, 2011), the most frequently cited framework to date. While experts generally agreed with the framework, they propose two additional competencies, suggest a hierarchy of competencies, and specify learning objectives for students interested in a career as sustainability researcher. The refined framework can inform program development, implementation, and evaluation to enhance employability of graduates and facilitate comparison of sustainability programs worldwide.
Treatment of hepatitis C (HCV)–mixed cryoglobulinemia (MC) may target either the viral trigger (HCV) or the downstream B-cell clonal expansion. Prospective cohort study of 38 HCV-MC patients who ...received a combination of rituximab (375 mg/m2) once a week for 1 month followed by Peg-interferon-α (Peg-IFN-α; 2a, 180 µg or 2b, 1.5 µg/kg) weekly plus ribavirin (600-1200 mg) daily for 48 weeks were compared with 55 HCV-MC patients treated by Peg-IFN-α/ribavirin with the same modalities. In the whole population of HCV-MC patients (n = 93), a complete clinical response was achieved in 73.1% (68 of 93), cryoglobulin clearance in 52.7% (49 of 93), and a sustained virologic response in 59.1% (55 of 93). Compared with Peg-IFN-α/ribavirin, rituximab plus Peg-IFN-α/ribavirin–treated patients had a shorter time to clinical remission (5.4 ± 4 vs 8.4 ± 4.7 months, P = .004), better renal response rates (80.9% vs 40% of complete response, P = .040), and higher rates of cryoglobulin clearance (68.4% vs 43.6%, P = .001) and clonal VH1-69+ B-cell suppression (P < .01). Treatment was well tolerated with 11% of discontinuation resulting from antiviral therapy and no worsening of HCV RNA under rituximab. Our findings indicate that rituximab combined with Peg-IFN-α/ribavirin is well tolerated and more effective than Peg-IFN-α/ribavirin in HCV-MC.
The purpose of this study is to investigate teachers' perspectives on the evaluation of teacher effectiveness with a focus on student learning objectives (SLOs). Using a mixed methods explanatory ...design with a survey from 244 teachers and interviews with 18 teachers, this study revealed that early career teachers reported more positive views of SLOs, less knowledge about SLOs, and more support needed in using SLOs. Teachers’ major concerns include inadequate instructional time, inappropriate timelines, amount of paperwork, too much teacher autonomy and lack of supervision, issues in assessment reliability and validity, applicability to certain subjects, and lack of meaningful feedback.
•Teachers did not report very positive views of using SLOs in teacher evaluation.•Teachers reported positive views of using classroom observations in teacher evaluation.•Early career teachers reported more positive views of SLOs, less knowledge about SLOs, and more support needed in using SLOs.•Teachers reported concerns and challenges in using SLOs in teacher evaluation.
Information professionals who train or instruct others can use Bloom's taxonomy to write learning objectives that describe the skills and abilities that they desire their learners to master and ...demonstrate. Bloom's taxonomy differentiates between cognitive skill levels and calls attention to learning objectives that require higher levels of cognitive skills and, therefore, lead to deeper learning and transfer of knowledge and skills to a greater variety of tasks and contexts.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, OILJ, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK, VSZLJ
Long-term survival is now an expected outcome after hematopoietic cell transplantation (HCT). However, the burden of morbidity long-term after HCT remains unknown. We examined the magnitude of risk ...of chronic health conditions reported by 1022 HCT survivors and their siblings (n = 309). A severity score (grades 1 mild through 4 life-threatening) was assigned to each health condition using the Common Terminology Criteria for Adverse Events, Version 3. Sixty-six percent of the HCT survivors reported at least one chronic condition; 18% reported severe/life-threatening conditions; comparable values in siblings were 39% and 8%, respectively (P < .001). The cumulative incidence of a chronic health condition among HCT survivors was 59% (95% confidence interval CI, 56%-62%) at 10 years after HCT; for severe/life-threatening conditions or death from chronic health conditions, the 10-year cumulative incidence approached 35% (95% CI, 32%-39%). HCT survivors were twice as likely as siblings to develop a chronic condition (95% CI, 1.6-2.1), and 3.5 times to develop severe/life-threatening conditions (95% CI, 2.3-5.4). HCT survivors with chronic graft-versus-host disease were 4.7 times as likely to develop severe/life-threatening conditions (95% CI, 3.0-7.2). The burden of long-term morbidity borne by HCT survivors is substantial, and long-term follow-up of patients who received transplantation is recommended.
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