The FuturICT education accelerator

Johnson, Jeffrey; Shum, Simon Buckingham; Willis, Alistair; Bishop, Steven R.; Zamenopoulos, Theodore; Swithenby, Stephen; MacKay, Robert S.; Merali, Yasmin; Lörincz, András; Costea, Corina; Bourgine, Paul; Louçã, Jorge; Kapenieks, Atis; Kelley, Paul; Caird, Sally; Bromley, Jane; Crick, Ruth E Deakin; Goldspink, Chris; Collet, Pierre; Carbone, Anna Filomena; Helbing, Dirk

doi:10.1140/epjst/e2012-01693-0

Cited by 13 publications

(5 citation statements)

References 56 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the context of higher education, learning management systems (LMSs) are particularly important for coping with the phenomenon of mass education (Johnson et al, 2012). Consequently, LMS platforms that provide online and blended learning courses collect large amounts of interaction data from students (cf.…”

Section: Introductionmentioning

confidence: 99%

Practice and Repetition during Exam Preparation in Blended Learning Courses: Correlations with Learning Results

2014

View full text Add to dashboard Cite

Learner-centric research on factors influencing learning results has focused, among other things, on student characteristics, demographic data, and usage patterns in learning management systems (LMSs). This paper complements the existing research by investigating potential correlations between learning results and LMS usage during exam preparation, focusing on practice and repetition. Based on 250 million log-file entries used to analyze student interactions within specific courses and overall in the LMS, results show positive, albeit modest, correlations between usage variables and final exam grades. Regarding practice, the number of learning days and the number of days between the first and the last learning sessions correlate better than the coverage of different learning materials. The findings for repetition indicate that it is more beneficial to transfer learning to new tasks than to repeat the same items many times. The study not only looks at single usage variables but also examines the distribution of the descriptive and dependent variables and uses visualization techniques and quantiles to deal with outliers. This paper describes the largest empirical study of learner interactions in blended learning courses conducted so far (at least according to the authors' knowledge) and including techniques for processing and analyzing large datasets about LMS usage.

show abstract

Section: Introductionmentioning

confidence: 99%

Practice and Repetition during Exam Preparation in Blended Learning Courses: Correlations with Learning Results

2014

View full text Add to dashboard Cite

show abstract

“…Other researchers used CBSL successfully in different contexts (Vaz, 2014 ; Garzia et al, 2016 ; Hägglöf, 2016 ) leading to support for wider use in education (Churches et al, 2017 ) and field trials. The billion-euro FuturICT project proposal recommended CBSL as 1 of 10 ways of meeting education's Grand Challenge to enable people to learn at orders of magnitude more effectively (Reynolds, 2010 ; Johnson et al, 2012 ; Bocconi et al, 2013 ). The UK's Open University Institute of Technology and Singapore's National Institute of Education cited CBSL as a promising education innovation to create LTM (Sharples et al, 2016 ).…”

Section: Long-term Memory Neurosciencementioning

confidence: 99%

Making Memories: Why Time Matters

Kelley

Evans

Kelley

2018

Front. Hum. Neurosci.

View full text Add to dashboard Cite

In the last decade advances in human neuroscience have identified the critical importance of time in creating long-term memories. Circadian neuroscience has established biological time functions via cellular clocks regulated by photosensitive retinal ganglion cells and the suprachiasmatic nuclei. Individuals have different circadian clocks depending on their chronotypes that vary with genetic, age, and sex. In contrast, social time is determined by time zones, daylight savings time, and education and employment hours. Social time and circadian time differences can lead to circadian desynchronization, sleep deprivation, health problems, and poor cognitive performance. Synchronizing social time to circadian biology leads to better health and learning, as demonstrated in adolescent education. In-day making memories of complex bodies of structured information in education is organized in social time and uses many different learning techniques. Research in the neuroscience of long-term memory (LTM) has demonstrated in-day time spaced learning patterns of three repetitions of information separated by two rest periods are effective in making memories in mammals and humans. This time pattern is based on the intracellular processes required in synaptic plasticity. Circadian desynchronization, sleep deprivation, and memory consolidation in sleep are less well-understood, though there has been considerable progress in neuroscience research in the last decade. The interplay of circadian, in-day and sleep neuroscience research are creating an understanding of making memories in the first 24-h that has already led to interventions that can improve health and learning.

show abstract

“…and engaging in argumentation of a higher formal quality." However, for the GPP to use argument maps as part of its communication and educational strategy (see the Education paper [37]), appropriate tools need to be part of an effective learning design: "The overall pedagogical setup, including sequencing of activities, distributions of roles, instruction on how to use diagramming tools, usage of additional external communication tools, and collaboration design, has an influence on learning outcomes. "…”

Section: Argument Visualisationmentioning

confidence: 99%