Announcing the Engagement of Sudoku: An In‐Class Genetic Algorithm Game          下载免费PDF全文

Kathryn W. Ernstberger  M.A. Venkataramanan 《Decision Sciences Journal of Innovative Education》2018,16(3):185-196

This teaching brief describes an engaging, in‐class exercise that introduces genetic algorithms as well as advanced Excel functions and capabilities by modeling the familiar Sudoku puzzle. Student groups are first asked to manually solve a given puzzle and then translate that solution methodology to a spreadsheet model. This exercise can be used to build classroom community and as a launching point for the content area of genetic algorithms and the use of Evolutionary Solver.  相似文献   

School board decision-making and the elimination of sport participation fees     

Kathryn L. Heinze  Jennifer Zdroik 《Sport, Education and Society》2018,23(1):53-67

Public schools in the US are increasingly charging ‘pay-to-play’ fees for participating in sports. Although these fees can cause reductions in participation, particularly for children from lower-income families, pay-to-play has become a legitimate practice within the field of public education. This study examines what leads some school districts to abandon sport participation fees, despite the trend in adoption. In particular, using a qualitative, case study approach, we investigate why and how school districts eliminate pay-to-play. We found that the decision to terminate pay-to-play in the ‘Ellis’ district was shaped by the community culture and district leadership. Our findings are supported by data on surrounding school districts. This study contributes to the literatures on institutional change; privatization of health, sport and physical education; and school board decision-making. The findings also shed light on the local context of pay-to-play—a policy that has implications for social equity and youth health and wellness.  相似文献   

Focused Multisensory Anatomy Observation and Drawing for Enhancing Social Learning and Three-Dimensional Spatial Understanding     

Leonard Shapiro  Kathryn Bell  Kallpana Dhas  Toby Branson  Graham Louw  Iain D. Keenan 《Anatomical sciences education》2020,13(4):488-503

The concept that multisensory observation and drawing can be effective for enhancing anatomy learning is supported by pedagogic research and theory, and theories of drawing. A haptico-visual observation and drawing (HVOD) process has been previously introduced to support understanding of the three-dimensional (3D) spatial form of anatomical structures. The HVOD process involves exploration of 3D anatomy with the combined use of touch and sight, and the simultaneous act of making graphite marks on paper which correspond to the anatomy under observation. Findings from a previous study suggest that HVOD can increase perceptual understanding of anatomy through memorization and recall of the 3D form of observed structures. Here, additional pedagogic and cognitive underpinnings are presented to further demonstrate how and why HVOD can be effective for anatomy learning. Delivery of a HVOD workshop is described as a detailed guide for instructors, and themes arising from a phenomenological study of educator experiences of the HVOD process are presented. Findings indicate that HVOD can provide an engaging approach for the spatial exploration of anatomy within a supportive social learning environment, but also requires modification for effective curricular integration. Consequently, based on the most effective research-informed, theoretical, and logistical elements of art-based approaches in anatomy learning, including the framework provided by the observe–reflect–draw–edit–repeat (ORDER) method, an optimized “ORDER Touch” observation and drawing process has been developed. This is with the aim of providing a widely accessible resource for supporting social learning and 3D spatial understanding of anatomy, in addition to improving specific anatomical knowledge.  相似文献   

The Effect of Interactive Video and Print Role Models and Learner Sex on Instructional Motivation     

Kathryn Ley  James D. Klein 《Performance Improvement Quarterly》1993,6(2):58-67

The purpose of this study was to determine the effect of two types of instructional media presenting role models (interactive video and print) and learner sex on attitudes toward instruction. One hundred sixteen unemployed people enrolled in a job training employability skills program participated in the study. Half of the subjects viewed an interactive video presentation of role models including scenes of employers asking job applicants typical interview questions. The other half read a print–based lesson that described typical interviewing situations and questions. Results indicated that both types of instruction were equally effective in enhancing the motivation of adult learners to engage in the instruction. Results also revealed that women perceived both instructional media as significantly more attention–getting, relevant, and satisfying to complete than male subjects.  相似文献   

Formative Evaluation of Computer‐Based Training For a University Financial System     

Kathryn M. Fischer  Wilhelmina C. Savenye  Howard J. Sullivan 《Performance Improvement Quarterly》2002,15(1):11-24

This article describes a formative evaluation of a one‐day introductory computer‐based training (CBT) course for a new on‐line financial and purchasing system at a large public university. The purposes of the evaluation were to evaluate the effectiveness of the training and to identify appropriate revisions and incorporate them into the training program. Participants were 78 university employees who were likely future users of the financial and purchasing system. The mean score on an on‐line performance posttest that simulated real‐work tasks was 94%, and the mean on a 40‐item knowledge posttest covering the CBT content was 74%. Learner attitudes toward the course were positive, averaging 4.4 on a 5‐point scale. Formative evaluation of the program resulted in revisions that had the potential to improve its effectiveness and provided evidence of the value of ongoing formative evaluation of workplace training.  相似文献