北京构建学习型城市的构想

学习型城市是以全民学习为特征进行城市建设的一种方式。北京构建学习型城市的意义、基本原则和实施途径。北京将启动十大行动工程、开展七大专题活动、实施三步走战略和建设六大保障体系,以推进学习型城市的建设。     

Education industry unit in the framework of the learning city

In this paper the authors will describe the concept of educational industry as the heart of a learning city in the context of the Espoo case. The different players and their roles will be discussed as well as the possible business logics of this expanding sector of industry. The preliminary plans are to situate living facilities in the modern learning city for people of all ages, fulfilling the concept of lifelong learning. From nursery schools up to university units as well as spare-time activities, from culture to sports and different clubs to outdoor recreation areas, there are possibilities for working via IT connections from home or in the enterprises around and having innovative surroundings for meeting different people and networking. Transportation for people and data to other parts of the capital and to the globe is also essential. The heart of the city will be the educational industry unit, a development and test place for educational products and a one-hatch portal for keeping up one's knowledge throughout one's life. The portal will consist of services from analysing the needs of the customer to finding solutions for the individual cases. The different stages of the portal will use electronic tools as well as classical learning and methods. It will work as a broker for high-quality contents and for study providers in the globe. Included will also be the evaluation of the learning process as well as deeper studies and development of new learning concepts. This also is a challenge: how to make the concept so attractive and still realistic that partners will commit themselves to it at an early stage of this project.     

Editorial: preface to the special issue on embodied cognition and technology for learning

Educational technology research and development - In this preface to the special issue on embodied cognition and technology for learning, we begin with a brief overview of embodied cognition. We...     

创新学习:学习型城市建设的活力之源

建设学习型社会是我们的奋斗目标，创建学习型城市就要改造我们的学习，用创新的学习观指导全体市民．在学习中求进步．在创新中求发展，提高全体市民的综合素质。提升市民的学习力，提高城市的竞争力，从根本上提升明城市的创建水平。     

Engagement in self-regulated deep learning of successful immigrant and non-immigrant students in inner city schools

In order to examine and explain differences in self-regulated (SR) deep learning of successful immigrant and non-immigrant students we investigated a population of 650 high track 10th grade students in Amsterdam, of which 39% had an immigrant background. By means of a questionnaire based on the MSLQ of Pintrich and De Groot (1990) the students reported their use of learning and resource management strategies, and their motivational values and attitudes. Two tests measured vocabulary and mathematical reasoning. Background characteristics, grades, track position and school composition (i.e., proportions of immigrant students) were registered as well. A factor analysis yielded two learning patterns: self-regulated deep learning and self-regulated surface learning. Subsequent analyses of variance showed that, compared to boys, girls prefer SR surface learning. However, immigrant girls fit best in the SR deep learning pattem. The contrast between immigrant and non-immigrant girls is substantial. Explanations for this particular group difference, and for variance in SR deep learning in general, were explored. Of the achievement measures, only average grade explains variance in SR deep learning. Motivational values and resource management strategies do so as well. Track position does not, but school composition does affect the way immigrant students learn. Schools with more than 60% immigrant students enhance more SR deep learning than schools with less than 20% immigrant students. As the difference in SR deep learning between immigrant and non-immigrant girls is not explained by any of the covariates, we suggest alternative explanations in the discussion section.     

构建终身学习体系建设学习型社会

终身学习是社会中个人根据社会发展和个人发展的需要,利用现代学习技术和手段,灵活地选择安排学习时机、时间、空间以及进程的学习制度,从终身教育走向终身学习,标志着教育乃至社会领域发生了深刻变革,是人类文明的一大进步。由此,构建终身学习体系,形成全民参与的学习型社会,是一个国家兴旺发达的保证。     

Assessing the impact of learning environments on students' approaches to learning: comparing conventional and action learning designs

This study investigated whether students' approaches to learning were influenced by the design of university courses. Pre‐ and post‐evaluations of the approaches to learning of the same group of students concurrently enrolled in a conventional course (lectures and tutorials) and an action learning‐based course (project work, learning groups) were conducted. Students who reported themselves as more ‘typically deep’ in their approach to learning were consistent in their approaches across the different environments. However, students who reported themselves as more ‘typically surface’ were influenced to adopt deeper processing strategies in the action learning design. Students explained this ‘deep shift’ in terms of the greater expectations of learner activity and responsibility in the action learning design.