Rhonda Doyle's List: Lit Review-Step 2

examine (a) how Multiple Intelligence (M1) strengths correlate to learning in virtual and traditional environments and (b) the effectiveness of learning with and without an authority figure in attendance.

The brain's interconnectivity includes the senses, especially vision and hearing. We do not learn by one sense alone, hence VAK learning styles do not reflect how our brains actually learn, nor the individual differences we observe in classrooms. Neuroimaging studies do not support multiple intelligences; in fact, the opposite is true.

Learning to a constructivist philosophy of education as well as to established brain-based principles.

The paper demonstrates different forms of parents' involvement (emotional, financial, providing information) in their daughters' higher educational choices in relation to parents' prior level of education.

Visualizations play an especially important role in supporting science learning at elementary and middle school levels because they can make unseen and complex processes visible.

Reported here is the experience of using these tools, considering the success of different visually-based methods in engaging a broad cross section of the school community and revealing useful information.

vision appears to process input best when it is spatially rather than temporally distributed, whereas audition is the opposite. Here we explored whether such modality constraints also affect implicit statistical learning in an artificial grammar learning task.

Project MLeXAI (Machine Learning eXperiences in Artificial Intelligence (AI)) seeks to build a set of reusable course curriculum and hands on laboratory projects for the artificial intelligence classroom.

Increasing organizations and educational institutions have implemented virtual learning communities to encourage knowledge sharing. However, this task can not be accomplished simply by grouping people together and telling them "sharing your knowledge will make you learn better".