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Background: This paper focuses on the Creation of a Personality Garden as a development tool. The original concept of the Garden was born from an autoethnographical study on the effects of self-concept on the teaching and learning experience., Objectives: To explore the effects of self-concept on the teaching and learning experience., Design: An autoethnographical study., Setting: The study was undertaken in London, UK., Participants: The researcher was also the sole participant in line with the autoethnographical approach., Methods: Data was collected through the means of a reflective diary, personal memory data, interview and other creative genres. A thematic analysis approach was then used to code and group core concepts., Results: Three key areas were identified: emotional connection, growth, and resilience, with a fourth as an over-arching driver for the study; the audience and act of teaching. These elements appeared to underpin a teaching philosophy which recognises the benefits of self-awareness in teachers and an ability and willingness to connect with learners and respond to individual needs. The Garden was one element of self-reflective data which was later re-designed to embrace the personal transformation of the researcher throughout the study., Conclusions: Educationalists must have a willingness to explore self-perception as it can facilitate a sense of transparency and connection between the teacher and the learner. The Garden works as a dynamic tool and a sustainable model for confronting the on-going challenges of embracing risk-taking and emotionally connecting with learners within the educational context. It allows exploration of the nuances of personality and how the uniqueness of self interacts with the role of the teacher; a sometimes uncomfortable, yet safe, place to sit and experience a virtual reality check questioning assumptions and the theories that the individual espouses to use., (Copyright © 2014 Elsevier Ltd. All rights reserved.)

A systematic literature review (SLR) of seven papers written between 2015 and 2021 explored the educational experiences of learners with dyslexia in mainstream schools in England from an ecosystemic perspective and how to improve the situation. The analysis employed keywords for database searches and followed the PRISMA flow protocol. It synthesised evidence using thematic analysis and identified seven themes: dyslexia challenges; differential treatment; negative stereotypes; early intervention; teachers' training; power dynamics; and collaboration. The results suggest that several factors can influence the learning experiences of learners with dyslexia in English mainstream schools. Similarly, such factors can, in turn, be dependent on education policies. On that premise, this systematic literature review recommends that to promote positive learning experiences for learners with dyslexia, classroom strategies targeting interventions should be supported with broader environmental strategies shaping individuals' learning experience and offer support from different perspectives. A whole-school approach to providing intervention, teachers' training, parents and school partnerships, and professional collaboration can improve learners' educational experiences. A further recommendation is for learning interventions to target all learners, to prevent differential treatment of learners with dyslexia and to avoid them standing out from their peers and creating a negative experience., (© 2024 The Author(s). Dyslexia published by John Wiley & Sons Ltd.)

Gestures-hand movements that accompany speech and express ideas-can help children learn how to solve problems, flexibly generalize learning to novel problem-solving contexts, and retain what they have learned. But does it matter who is doing the gesturing? We know that producing gesture leads to better comprehension of a message than watching someone else produce gesture. But we do not know how producing versus observing gesture impacts deeper learning outcomes such as generalization and retention across time. Moreover, not all children benefit equally from gesture instruction, suggesting that there are individual differences that may play a role in who learns from gesture. Here, we consider two factors that might impact whether gesture leads to learning, generalization, and retention after mathematical instruction: (1) whether children see gesture or do gesture and (2) whether a child spontaneously gestures before instruction when explaining their problem-solving reasoning. For children who spontaneously gestured before instruction, both doing and seeing gesture led to better generalization and retention of the knowledge gained than a comparison manipulative action. For children who did not spontaneously gesture before instruction, doing gesture was less effective than the comparison action for learning, generalization, and retention. Importantly, this learning deficit was specific to gesture, as these children did benefit from doing the comparison manipulative action. Our findings are the first evidence that a child's use of a particular representational format for communication (gesture) directly predicts that child's propensity to learn from using the same representational format., (© 2024 Cognitive Science Society LLC.)

The purpose of this study was to determine students' perceptions of learning gains when using the one-minute paper. Thirty-one students from the Physical Therapy (PT) and Nurse Anesthesia (NA) programs participated in this study. Students completed the one-minute paper in three classes. An email to students clarified the "muddy" points and included a link to the online survey. The Mann-Whitney Test was used to assess the significance of mean ranks of the survey question responses between the NA students and the PT students and to assess significance of age on the survey responses. Students reported less learning gains from the one-minute paper as compared to lectures and class discussions. However, students indicated that the one-minute paper enhanced their connection of key ideas with prior knowledge and application of concepts. Younger students reported less learning gains from group participation. Students appeared to value the use of the one-minute paper to make connections with other course material and for application of knowledge. Use of the one-minute paper to enhance learning is supported.

As part of a large exercise physiology laboratory (lab) reform project, we used blended learning to support graduate teaching assistants and lab technicians in developing their pedagogical knowledge and create an entry point to reflective conversations about teaching and learning. Because self-paced asynchronous online modules can enable reflective and self-determined learning, this asynchronous professional development course is punctuated with reflective questions for the instructional team preparing to teach reformed exercise physiology labs. Asynchronous course content was shared via short videos, podcasts, and readings. We debriefed this self-paced, SoTL-informed course together, in-person. This social debriefing kicked off our weekly synchronous reflective conversations about teaching and learning in a community of practice. Developing a shared language for talking about teaching, enabling student learning, practicing effective teaching, and beginning to contemplate teaching philosophies were described by graduate teaching assistants as notable aspects of this blended learning journey. Lab technicians described discovering SoTL and discussing learning challenges as helpful to their teaching. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

To explore how model building adapts to changing environments, we had participants play "rock-paper-scissors" against a computer that played a frequency bias or a player-dependent bias and then switched. Participants demonstrated their use of prior experience in how quickly they recognized and exploited changes in the computer's play strategy; in general, the more similar the strategies, the more efficient the updating. These findings inform our understanding of previously reported updating impairments in right-brain damaged patients., (© 2014 Cognitive Science Society, Inc.)

High-fidelity patient simulation is a method of education increasingly utilised by educators of nursing to provide authentic learning experiences. Fidelity and authenticity, however, are not conceptually equivalent. Whilst fidelity is important when striving to replicate a life experience such as clinical practice, authenticity can be produced with low fidelity. A challenge for educators of undergraduate nursing is to ensure authentic representation of the clinical situation which is a core component for potential success. What is less clear is the relationship between fidelity and authenticity in the context of simulation based learning. Authenticity does not automatically follow fidelity and as a result, educators of nursing cannot assume that embracing the latest technology-based educational tools will in isolation provide a learning environment perceived authentic by the learner. As nursing education programmes increasingly adopt simulators that offer the possibility of representing authentic real world situations, there is an urgency to better articulate and understand the terms fidelity and authenticity. Without such understanding there is a real danger that simulation as a teaching and learning resource in nurse education will never reach its potential and be misunderstood, creating a potential barrier to learning. This paper examines current literature to promote discussion within nurse education, concluding that authenticity in the context of simulation-based learning is complex, relying on far more than engineered fidelity., (Copyright © 2014 Elsevier Ltd. All rights reserved.)

This paper reports on the results of a research project that examines how students responded to instructors' comments on academic papers written for a first-year writing course at a large, Midwestern university. Data collected consisted of rough drafts with instructor comments, final drafts of the same papers, and two sets of interviews, one after students had received the teacher's comments, and one after they had revised the final draft. In the interest of contributing to our understanding of what response to student writing does, this study explores student reflections on what they think, feel, and do in response to instructor comments. Findings suggest good reasons for the lack of one-to-one correspondence between an instructor's comments and an improved final draft, and that we may need to look at factors other than revised drafts for evidence of student learning.Keywords: teaching writing, responding, instructor comments, writing process, learning

A variety of real-world situations take the form of repeated principal-agent problems with binary evaluation. I evaluate the principal's optimal evaluation effort and quality threshold for acceptance in the setting of dynamic agency with binary evaluation, focusing specifically on the evaluation by a top academic journal of papers submitted by economists. In the baseline model, the journal should statistically discriminate in favour of high-status economists, by setting an acceptance threshold that declines with their prior estimate of the economist's quality, while evaluation effort should likely increase with perceived author quality, as this provides incentives for authors to exert more effort, which is particularly valuable from the highest-quality authors. However, if a first good publication is more valuable than subsequent publications by the same economist, acceptance thresholds will tend to increase after publication success, relative to the threshold that would have followed a rejection. • Considers repeated principal-agent problem with binary evaluation. • Specifically, evaluation by a top academic journal of papers submitted by economists. • Journal should statistically discriminate in favour of high-status economists. • Acceptance threshold declines with prior estimate of economist's quality. • But threshold could increase after publication if first publication is most valuable. [ABSTRACT FROM AUTHOR]

Interpreting a seemingly simple function word like "or," "behind," or "more" can require logical, numerical, and relational reasoning. How are such words learned by children? Prior acquisition theories have often relied on positing a foundation of innate knowledge. Yet recent neural-network-based visual question answering models apparently can learn to use function words as part of answering questions about complex visual scenes. In this paper, we study what these models learn about function words, in the hope of better understanding how the meanings of these words can be learned by both models and children. We show that recurrent models trained on visually grounded language learn gradient semantics for function words requiring spatial and numerical reasoning. Furthermore, we find that these models can learn the meanings of logical connectives and and or without any prior knowledge of logical reasoning as well as early evidence that they are sensitive to alternative expressions when interpreting language. Finally, we show that word learning difficulty is dependent on the frequency of models' input. Our findings offer proof-of-concept evidence that it is possible to learn the nuanced interpretations of function words in a visually grounded context by using non-symbolic general statistical learning algorithms, without any prior knowledge of linguistic meaning., (© 2024 The Authors. Cognitive Science published by Wiley Periodicals LLC on behalf of Cognitive Science Society (CSS).)

Background: Self-related information is difficult to ignore and forget, which brings valuable implications for educational practice. Self-referential encoding techniques involve integrating self-referencing cues during the processing of learning material. However, the evidence base and effective implementation boundaries for these techniques in teaching and learning remain uncertain due to research variability., Aims: The present meta-analysis aims to quantitatively synthesize the results from studies applying self-referential encoding techniques in education., Methods: The analysis was based on data from 20 independent samples, including 1082 students from 13 primary studies identified through a systematic literature search., Results: Results from random effect models show that incorporating self-referential encoding techniques improved learning (g = .40, 95% CI [.18, .62]). Subgroup analysis showed that the valence of learning material serves as a significant boundary condition for this strategy. The students' cohorts, types of learning materials, and research context did not moderate the effect sizes., Conclusions: Our results suggest that incorporating self-referential encoding techniques on negative materials shows an aversive effect. Overall, there is a universal benefit to using self-referential encoding techniques as an appropriate design guideline in educational contexts. Implications for teaching practice and future directions are discussed. Further studies are needed to investigate the effectiveness in more diverse educational and teaching situations., (© 2023 British Psychological Society.)