Índice del video: Daniel Navarrete (00:19 - 23:50); Daniela Sarzosa (24:00 - 47:12); Jorge Maldonado (48:30-1:13:30); Jimmy Pérez (1:13:30 - 1:13:55) / Primera meetup del 2019 de la comunidad Learning Analytics Perú, donde se conversó sobre experiencias de éxito en el uso de herramientas, estrategias y métodos que han conducido a resultados satisfactorios en la aplicación estratégica de los datos en Educación Superior, de la mano de profesionales de Perú, Colombia y Ecuador... Evento realizado el 9 de enero de 2019 en la Universidad Peruana de Ciencias Aplicadas, campus San Isidro, auditorio Luis Bustamante.

Accede a la filmación de la conferencia en : http://hdl.handle.net/10757/624838 / Presentación realizada en el marco de la primera meetup del 2019 de la comunidad Learning Analytics Perú, donde se conversó sobre experiencias de éxito en el uso de herramientas, estrategias y métodos que han conducido a resultados satisfactorios en la aplicación estratégica de los datos en Educación Superior, de la mano de profesionales de Perú, Colombia y Ecuador.

Accede a la filmación de la conferencia en : http://hdl.handle.net/10757/624838 / Presentación realizada en el marco de la primera meetup del 2019 de la comunidad Learning Analytics Perú, donde se conversó sobre experiencias de éxito en el uso de herramientas, estrategias y métodos que han conducido a resultados satisfactorios en la aplicación estratégica de los datos en Educación Superior, de la mano de profesionales de Perú, Colombia y Ecuador.

Parte de la conferencia: Experiencias exitosas en el uso de learning analytics en educación superior. Accede a la filmación de la conferencia en : http://hdl.handle.net/10757/624838 / Presentación realizada en el marco de la primera meetup del 2019 de la comunidad Learning Analytics Perú, donde se conversó sobre experiencias de éxito en el uso de herramientas, estrategias y métodos que han conducido a resultados satisfactorios en la aplicación estratégica de los datos en Educación Superior, de la mano de profesionales de Perú, Colombia y Ecuador.

Parte de la conferencia: Experiencias exitosas en el uso de learning analytics en educación superior. Accede a la filmación de la conferencia en : http://hdl.handle.net/10757/624838 / Presentación realizada en el marco de la primera meetup del 2019 de la comunidad Learning Analytics Perú, donde se conversó sobre experiencias de éxito en el uso de herramientas, estrategias y métodos que han conducido a resultados satisfactorios en la aplicación estratégica de los datos en Educación Superior, de la mano de profesionales de Perú, Colombia y Ecuador.

In last decade or so, e-learning seems to be emerging as the dominant model of learning but questions are being raised about the trade-offs in switching from traditional classroom based learning to e-learning; for example, e-learning is cost effective, round the clock accessible and convenient but there are questions raised about its quality and effectiveness. In last decade Saudi government has undertaken several steps for reforming the education system in the Kingdom including provision of education for all. E-learning can play a vital role in helping Saudi government reach its ambitious targets but despite its obvious benefits the overall adoption of e-learning in the Kingdom has remained low. The key problem in this regard is lo perceived effectiveness of e-learning. E-learning is quite beneficial in that it can help individuals not only acquire knowledge but also skills which allows them to learn independently without constraints using the vast amount of education resources available online. However, the main focus of the e-learning community in the Kingdom has remained restricted to teaching specific subjects. This research argues that the true potential of e-learning is much broader and useful than currently perceived by the e-learning community in the Kingdom. E-learning has the potential of producing lifelong learners. Hence the focus of e-learning community should be on overall skills development. This research thus defines e-learning effectiveness in terms of both short term goals (that is, learning about the subject) and long term goals (improving skills and motivations for being lifelong and independent learner). This research investigates impact of four kinds of interactivity (Student-Student, Student-teacher, Student-content, Student-System) on effectiveness of e-learning. This is a mixed methods research. Data was collected using focus groups and questionnaire surveys. This research finds that all four kinds of interactivity play a role in improving effectiveness of e -learning All four kinds of interactivities were found significant for improving course learning. Student-teacher, Student-Student and Student-Content interactivities were found critical for improving independent learning skills. Student-Student an Student-Content interactivity was found critical for improving motivation for being lifelong e-learner.

Rats were trained on one of three brightness discriminations. In one task, the discriminanda differed in both luminance and luminous flux. In the second task, the discriminanda differed only in terms of luminous flux. In the third task, the discriminanda differed only in terms of luminance. Following acquisition, half of the animals on each task underwent removal of the striate cortex. Retention tests indicated that a discrimination based on flux cues was relatively undisturbed following striate removal, whereas a discrimination based on luminance cues appeared to be permanently lost. Transfer discrimination tests indicated that deficits other than sensory impairments may follow striate ablation. Results are discussed in terms of sensory and attentional deficits which occur with striate removal. / Arts, Faculty of / Psychology, Department of / Graduate

Transfer in serial learning as a function of inter-list positional relations was examined in a serial to serial transfer paradigm. After learning a 16-adjective serial list to a criterion of two consecutive perfect recitations, 128 Ss, were given ten trials on a l6-adjective transfer task. There were four conditions of transfer defined by the positional relationship of Items between successive lists. First-, second-, and fourth-order derived list conditions and a control condition were used. Half of the experimental Ss were instructed as to the positional relationship between the lists while the remaining Ss were given no positional Information. The results indicated significant positive transfer in the DL₁ and DL₄ groups when compared to the control group. DL₂ performance was slightly superior to performance of the control group but this difference did not approach significance. Performance of instructed Ss was found to be significantly better than performance of non-instructed Ss. The instructions variable was not found to have a differential effect among conditions. The results were interpreted as being Incompatible with either the sequential or the ordinal-position hypothesis of serial learning, but as evidence in support of a relative ordinal-position hypothesis. / Arts, Faculty of / Psychology, Department of / Graduate

Recent electrophysiological studies have shown that electrical brain stimulation (EBS) can produce lasting increases in synaptic efficacy, defined as the quantitative relationship between pre- and postsynaptic activity. However, the behavioural significance of this long-term potentiation (LTP) has yet to be demonstrated clearly. The principal objective of this thesis was to determine whether increased synaptic efficacy, produced by high-frequency EBS, enhances behavioural responses to a fixed amount of presynaptic activity. Following identification of EBS parameters capable of monitoring synaptic efficacy for long periods without producing LTP, a paradigm was developed in which a single-pulse of EBS in the perforant path (PP) acquired stimulus control over the temporal pattern of operant responses. In this paradigm, postsynaptic evoked potentials in the dentate gyrus (DG) produced by the PP EBS were used to monitor synaptic efficacy on every trial of conditioning and also to measure one component of the neural activity generated by the EBS stimulus controlling the operant responses. In Experiment 3, high-frequency stimulation of the PP produced- LTP at the PP-DG synaptic interface and facilitated subsequent acquisition of stimulus control by the single pulse PP EBS. This effect could not have been due to sensitization or to the stimulus properties of the high-frequency trains. The final experiment confirmed the importance of the EBS-evoked activity in the DG to the stimulus control by the PP EBS. The rate of acquisition was directly related to the magnitude of the evoked potentials and two-stage bilateral lesions of the PP in a specific sequence reduced the probability of behavioural responses to the EBS. Taken together, these results indicate that the behavioural consequence of excitatory neural activity can be enhanced by an increase in synaptic efficacy. As such, they provide considerable support for the validity of LTP as a model of neural changes subserving learning and for physiological theories of memory based on modifications in the- strength of synaptic connections. / Arts, Faculty of / Psychology, Department of / Graduate

Retroactive inhibition (Ri) is the decrement in retention attributable to interpolated learning. The most common type of RI study is one in which a particular variable is manipulated in the acquisition phase of the experiment, and the loss of v/ords from an initially learned list is examined as a function of the manipulation. The literature on RI has been reviewed a number of times in the last several decades (i.e., Swen son, 1041; Slamecka and Ceraso, 19G0; and Keppel, 1963). Slamecka and Ceraso make use of the following classification for independent variables which have been investigated: 1) degree of acquisition; 2) similarity of materials; 3)cxtrinsic factors; and 4)temporal effects