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In recent years, the development of laparoscopic technology has promoted the development of surgical treatment. Compared with traditional open surgery, standard laparoscopic surgery that has been carried out clinically has the characteristics of fine local anatomy, quick recovery, and good prognosis, and has the advantages of minimally invasive surgery. However, the characteristics of laparoscopic surgery technology determine that the starting point of its learning curve is higher than that of traditional open surgery, and the learning cycle is longer. In addition to rigorous training of basic skills for masters of laparoscopic surgery, doctors also need simulated surgery that approximates the real operating environment to test the training results. Using virtual laparoscopy technology to carry out surgical training can beat the doctor’s basic skills. Just as military exercises require real guns and live ammunition, simulated surgical training can only be effective if it is close to reality and close to the clinic.

Formative assessment is a powerful learning tool providing outcomes for both students and educators. When purposely built into the curriculum, formative assessment provides students with opportunities to practice and evaluate their anatomical learning as the program of study proceeds. Students are able to identify their strengths, weaknesses and the gaps in their learning at a time when there is no academic penalty and, with effective feedback and guidance, have the potential for improvement. For the educator, formative assessment provides them with opportunities to evaluate and modify their teaching during the learning cycle, including the approaches used, the emphasis on particular subject areas or concepts and the pace of teaching and learning. When designing formative assessment, the educator needs to consider when, where and how the formative assessment activities will be included and how best to encourage active and motivational learning. When applied effectively, formative assessment should lead to developing deeper learning and maximise the learning opportunities for the students and not be used as a simple way of testing anatomical facts.

Two epistemological models are described in detail to show how they commensurate with the suggested systemic ontology. First, the four ways of knowing framework from Heron and Reason (1997) is elaborated—this model corresponds to the mode of being-abiding. Next, the praxis learning cycle Hodgson (2013a), another epistemological model, is described: this corresponds to the mode of becoming-striving. The advantage to systemic understanding from the incorporation of these two epistemological models is elaborated. Testimony of their universal relevance is offered from an awarded case study.

In educational institutions collaborative work is used as a strategy to enhance active learning. One of the organizational tasks that is in charge of the teacher is the assignment of groups. Hence the purpose of this article, which is to show how emerging algorithms with their self-organization characteristics, can be used in group formation to carry out a collaborative task. Showing that performance and small groups do not necessarily go hand in hand. The methodology used is a case study and the sample corresponds to 62 students of the subject of Artificial Intelligence of Distance Modality of the Universidad Tecnica Particular de Loja, in the academic period April-August/2018, to whom a dichotomous 16-item survey was applied based on the three phases of the Zimmerman self-regulated learning cycle. Among the remarkable results, we can mention that the synergy of individual regulation known as socially shared regulation influenced the execution of the collaborative task. Likewise, the cohesion of a group is not a determining variable to achieve meaningful learning since the less cohesion the greater regulation of socially shared learning. The contribution of the present study is given in the field of Computer Supported Cooperative Learning (CSCL) to alleviate one of the administrative tasks of teachers “Group Assignment”, which can be replicated in classroom learning environments or in any of the variations of e-learning.

A key challenge organisations face when transitioning to agile delivery methods is that of quickly and effectively learning new ways of working. This study posits that fundamental historical, cultural and behavioural aspects affect the transition and contribute to the poor performance of many agile implementations. In order to address such factors, this study applies a modified Activity Theory (AT) based framework to a case study agile implementation within a large public sector organisation. An activity is closely defined, and six generic activities associated with all agile implementations are identified. These are validated against the agile maturity model literature and a set of evaluation criteria of contradictions, congruences and collaboration is established. Evidence is gathered from participant interviews and the framework is used to surface learning and development obstacles and issues within an expansive learning cycle. The study argues that analysis via this modified AT framework brings original insight. Initial findings indicate that there are relatively few learning and development issues associated with the use of agile tools and techniques themselves and that most problems arise at the interface where the “changed” (more agile) delivery teams meet the organisation’s behavioural norms and practices.

This chapter provides an authentic classroom example of a research-based approach that secondary ESOL/ELA teachers can apply to teach ELLs from diverse cultural, linguistic, and educational backgrounds to write an academic-style, authoritative argument. Using the teaching and learning cycle (TLC) of genre pedagogy, teachers can make visible and tangible the language tools, or academic language resources, that ELLs can employ to write well in this critical genre. Grounded in theories of language and learning, teachers can use the TLC to design and implement instruction that strengthens ELLs’ academic language and literacy development while supporting learning of grade-level disciplinary content.

This paper presents an artificially intelligent platform designed to enable experiential learning of complex interpersonal competencies. Called Guided Mindfulness, the platform supports learning from on-the-job experiences through guided questioning and reflection. The AI platform is described within the context of a year-long learning cycle. Theories of mindfulness are linked to experiential learning with a specific emphasis on how Guided Mindfulness is an improvement over traditional mindfulness interventions for this type of learning.

This chapter discusses how a sustained collaboration among a principal, researchers and teachers supported a shift in the monolingual culture of an elementary school. Specifically, the study explores how a longitudinal professional development initiative supported monolingual teachers in developing effective writing instruction for emergent bilingual learners. Data was collected through participant-observation during the literacy block of three teachers who had emergent bilinguals in their classroom. Drawing on grounded theory, videotape transcripts and field notes were analyzed to characterize teachers’ practices, and their emergent bilingual students’ participation. Findings point to the ways in which their SFL-informed writing approach with its Teaching and Learning Cycle resulted in full participation of emergent bilinguals and the use of hybrid language practices in previously English-only classroom environments.

The teaching action takes an important role to define the educational technology, and various functions/methods to support the teaching actions have been investigated since the research field of educational technology was proposed at first. However, now that we can count 40 or more years since the start-up of the activities in the educational technology, our learning environments were changed. The teaching support technology has enforced the learning process to change drastically from the teaching action, by which a teacher or a tutor instructs at once many learners synchronously in the centralized classroom, to the learning action, which learners themselves must perform their own learning works. In this paper, we address this technological transition from the teaching action to the learning action. Our viewpoint for the technological transition is to discuss the learning process with respect to knowledge management. Also, our concluding remark focuses on the support functionality and the framework for making the learning action clear.

Recently, an important trend of engineering education is involving the design process into students’ learning cycle. The design process is more aesthetically and artistically motivated. The purpose of this study is to develop and evaluate a truss tower STEAM project that integrates emerging technology of 3D printing and cloud technology. The design research method was adapted and a three-phase framework guided the process of this study. We proposed some critical tasks for each phase and thus to manage the STEAM project. Suggestions on revising the project are proposed in this study.

This chapter explores what might comprise a transdisciplinary pedagogy in higher education. After describing the traditional intents of higher education, the conversation turns to how these must change in order to prepare graduates for the profound complexity of the contemporary world. A canvass of the nascent literature on transdisciplinary pedagogy revealed three large ideas that merit consideration by higher education curricula planners: (a) transdisciplinary learning (compared to disciplinary learning), (b) the transdisciplinary learning cycle, and (c) transdisciplinary habits of mind. Nine possible transdisciplinary higher education pedagogies arose out of this discussion: double loop learning, deep education, integrative curriculum, inquiry-based learning, value analysis, transformative learning, authentic curriculum, paradigm shifts, and learning communities. Upon reflection, higher education curriculum planners and instructors can benefit from gaining richer understandings of what learning looks like through a transdisciplinary lens, and how their pedagogical approach can change to ensure that TD learning thrives.

The goal of the study is to investigate the effectiveness of applying Google Earth (GE) in an elementary science lesson by comparing the academic results between GE-integrated instruction and traditional instruction. The teaching practice was implemented in two Chinese elementary schools located in Hangzhou, Zhejiang Province. The GE-integrated and traditional inquiry activities were both designed based on 5E learning cycle and qualitative and quantitative methods were used to test the effectiveness of GE-integrated instruction. Data analysis found that: (1) students shown great interests in GE-integrated science lesson; (2) teachers held positive attitude toward the application of GE in science teaching; (3) there were no significant differences in academic results between traditional instruction and GE-integrated instruction. Suggestions and proposals were put forward at the end of the study.

Primary Chinese curriculum focuses on the formation and development of students’ Chinese accomplishment. However, there are issues and difficulties in primary Chinese instructions. The application of e-schoolbag provides a new way for the reform of primary Chinese instruction. This study systematically analyzed the main functions of e-schoolbag supporting instructions for primary Chinese literacy, reading and writing. In order to improve the instructional quality of primary Chinese, this study developed the 3-Guidance (3G) and 3-Learning (3L) instructional model for primary Chinese supported by e-schoolbag. There are 3 ways of guidance (3G) from teachers, including guide to stimulate interest, guide to learn diversely, and guide to in-depth practice. There are also 3 ways of learning (3L), including independent learning, cooperative learning and expansive learning, with the support of e-schoolbag in a three-stage learning cycle consisting of before class, during class and after class. Results show that instructional practice applying the 3G3L model can stimulate student’s learning interest, improve achievement in literacy, reading, and writing, and thus the overall quality in Chinese.

Navigating a clinical information system (CIS) through the phases of the system development lifecycle (SDLC) requires commitment and expertise from an interdisciplinary cross functional team to ensure that the value of the investment is realized. Beginning with a thorough organizational needs assessment to lay the foundation for effective system selection, a CIS then traverses through the phases of testing, training, implementation and evaluation. Standardized processes and a governance structure that supports organization-wide input and communication will ensure that ongoing system changes and unexpected interruptions are handled effectively and evaluated as the learning cycle continues. This chapter describes the SDLC and provides evidence based information to successfully navigate a system through each phase.

This study empirically analyzed Kolb's experiential learning process through the technique of journaling. Undergraduate students enrolled in consumer behavior were asked to respond to four areas of inquiry for a purchase experience according to Kolb's model. Results indicate that the technique of journaling is an effective method of learning for consumer behavior students. This new experiential learning technique may also be useful for other marketing courses.

This paper describes an empirical study which analyzes journaling as an experiential learning technique for marketing education. The journal assignment given to students in a consumer behavior course uses Kolb’s learning process which allows a student to experience all stages of learning. Based on student evaluations of this technique, results indicate an extremely favorable student attitude toward journaling.

This paper describes a framework retailers can use to design an in-store, interactive, experience-based customer environment. The framework, based on Kolb’s experiential learning model, includes a series of questions a retailer can ask when designing a successful and memorable shopping experience.

This article is describing a management team in transformational change by focusing on the team learning cycle, in particular the role of communication and dialogue. It is a longitudinal case study; the team learning cycle itself is based on literature study and the quantitative and qualitative study of 50 other teams. In any meeting of this particular team, a learning cycle can be found which functions as a change motor, with communication processes as ‘oil and grease’ and a recurrent cultural discussion item as catalyst. The team learning cycle can be of use to all practitioners to help, coach, or reflect on (cultural) change processes and emphasises the importance of communication skills.

Several learning and training models have tried to explain the complex process of learning – one of them is the Learning Cycle of David A. Kolb. At the Center for Learning and Knowledge Management (ZLW) of RWTH Aachen University this model has been used as a didactical guideline for the consecutive training of university staff. Practical training experience showed that Kolb’s Learning Cycle has to be modified for the training of higher education teachers due to different requirements of diverse target groups and varying teaching and learning contents. Based on scientific critique and the practical training experience of the ZLW, several specifications for the development of a new training model have been derived and are implemented in an innovative training model for the qualification program in order to promote an improved learning process for university teaching staff of the RWTH Aachen University.

This paper starts with a short review of SECI knowledge creation process with the aim to situate it in the organizational space supported by social media. By constructing a model called Cascading Modes of Communication (CMC), we try to capture the movement towards abstraction of SECI model over the years. We then indentify certain aspects of CMC that can help to connect SECI to Activity Theory, which formulates the historical evolving systems that provide specific units of analysis for doing research. More importantly, we demonstrate why CMC, in view of Activity Theory, can explain the logical connection between each of the learning cycles in SECI as expansive learning.

The six-stage I-LEARN model—Identify, Locate, Evaluate, Apply, Reflect, kNow—both describes the process of learning with information and presents a mnemonic that can help people accomplish such learning. Built on the three familiar components of information literacy (access, evaluate, and use), the model expands on these to become a learning model, not merely an information-seeking one. This focus on learning distinguishes I-LEARN from similar models and makes it particularly relevant for 21st-century learning. Using the model, a learner Identifies what s/he wants to learn; Locates relevant information; Evaluates the information for authority, timeliness, etc.; Applies the information to generate a new understanding—that is, to learn; and Reflects on what has been learned and on the process that has led to this point. In the kNow stage, the learner uses the new understanding as the basis for generating new questions and continuing the learning cycle.