网络课程开发人员的视觉素养培养

现代科技的高速发展和媒体手段的更新、提高,使得网络课程变为当今最为热门的远程教育手段。网络课程相对于以往各种媒体手段运用下的课程有着其鲜明的特点,学习者也由此产生特定的学习心理。网络课程开发人员就必须在此基础上加强视觉语言表达能力、电子信息技术和心理学知识水平等方面的提高,从而提高自身的视觉素养。     

Instructor and group process roles in computer-based training

Educational technology research and development -     

Enhancing learning outcomes in computer-based training via self-generated elaboration

The present study investigated the utility of an instructional strategy known as the query method for enhancing learning outcomes in computer-based training. The query method involves an embedded guided, sentence generation task requiring elaboration of key concepts in the training material that encourages learners to ‘stop and think’ about the information already presented before proceeding to new concepts. This study also investigated the effect of varying the level of elaboration (low or high) prompted by the queries. Fifty-one undergraduate students from the general psychology department subject pool at a major university in the southeastern United States received instruction on the basic principles of flight via one of three versions of a computer-based tutorial (no query, low-level elaboration query, or high-level elaboration query). Participants had no prior knowledge or previous experience with the aviation domain. A one-way between-groups design was employed, with the query method serving as the independent variable and a sample size of 17 per condition. Dependent variables included knowledge organization, knowledge acquisition, and instructional efficiency. Overall, results showed that incorporating low-level elaboration queries into the training resulted in improved organization, integration, and application of task-relevant knowledge and higher instructional efficiency. High-level elaboration queries consistently failed to produce significantly better post-training outcomes, possibly due to the increased cognitive load imposed on learners during training. The discussion centers on theoretical and practical implications for promoting and assessing learning outcomes in computer-based training.     

Using elaboration strategies training in computer-based instruction to promote generative learning

Use of subject-generated elaborations, taught via embedded and detached training strategies, was compared with experimenter-provided elaborations or no elaborations (control) on a CBI training unit on computer professional development. Subjects were 80 administrative assistants (20 per treatment) at a large corporation. Results showed advantages for one or both subject-generated elaborations strategies relative to the control treatment on measures of recall and application learning; the experimenter-generated group did not differ significantly from any other group. Additional analyses indicated that the embedded-training elaborations group gave more personal and paraphrased elaborations than did the detached-training group. Results are interpreted as favoring the use of elaborations strategies, particularly when taught by embedded training, for promoting generative learning.     

A fundamental course in speech training

In September 1983, Soviet planes shot down Korean Air Lines Flight 007, provoking an exercise in crisis rhetoric by President Reagan and members of his administration. A case study of the incident illuminates the interactive nature of context, public knowledge, and rhetorical situation. Errors in argumentation strategy undermined the American position, raising doubts about U.S. complicity in the tragedy and enabling the Soviet Union to present a plausible explanation for its action.     

Towards shaping the field: theorising the knowledge in a formal course for academic developers

In recent years there have been calls both for building the knowledge base of academic development (AD) and for systematic induction of newcomers to the field if AD is to advance as a professional and an academic field. Despite the importance and complexity of AD, induction of novice academic developers remains mostly informal and predominantly focuses on the practices of the field. We argue that more-experienced academic developers have an obligation to provide formal and systematic routes into the field and its knowledge base than is currently the case. One way of doing this is through offering a formal course for growing the next generation of academic developers. Such a course could equip newcomers with a more solid and shared knowledge base, thus contributing to shaping the epistemic spine of AD. In this paper, using Maton's Legitimation Code Theory, we offer an analysis of an existing course aimed at equipping novices with the theoretical and practical knowledge to enable them to solve some of the problems in higher education. From this analysis have emerged general principles that could inform the selection, sequencing and pacing of knowledge in a formal course for academic developers.     

高校EDA技术实训模式的研究与探索

结合在EDA技术实训教学中所积累的经验,主要通过研究现阶段高校在开展EDA技术实训课程的普遍模式,分析了存在的一些问题,提出了建立EDA技术开放性的实训模式,阐述了在实际教学过程中可能出现的问题,并总结出了一系列解决方案,为提高EDA实训课程的教学质量提出了自己的构想。     

Development of single-session driving simulator-based and computer-based training for at-risk older drivers

A possible path towards preserving and remediating driving skills while aging is driver training. Previous studies have yielded mixed results with respect to various types of interventions, such as classroom-based training, on-road driving classes and functional abilities training. The present study-incorporated training features found to be effective in previous older driver training studies, into both a computer-based and driving simulator-based intervention. The purpose of the present study was to investigate the effect of both training formats on general driving ability and specific aspects of driving in older drivers at risk of reduced driving abilities. Additionally, the effect of training on perceived task demand was studied, and learning capacity was considered as an influencing factor on training effectiveness. A total of 31 older drivers were randomly assigned to three groups: driving simulator-based training, computer-based training, and an active control group. The participants completed a cognitive assessment including evaluation of learning capacity and a self-assessment of task demand in various traffic situations. Additionally, participants took a driving simulator assessment. Knowledge of road signs, general driving and specific aspects of driving (i.e., average speed, response time to hazards) improved with training, although improvement was found to be evenly strong in all groups. Learning capacity did not influence training effectiveness, and no difference was found in perceived task demand before and after training. The proposed methodology to evaluate training effectiveness, focusing both on clinically relevant and detailed transfer effects can serve as an example for further studies in the field of driver training.     

航海实训课程评估项目微课化探讨

航海实训项目的最大特点就是利于微课化教学和翻转课堂教学,若是把模拟器教学内容制作成微课供学生使用是最好不过的。部分航海实训内容需要以微课教学的方式去摸索,我们也要对航海实训评估项目进行分解,对航海实训课程评估项目的微课制作方法、后期的加工、视频的转码以及网络共享等诸多问题进行了深入分析与了解。     

西门子小型自动化培训课程设计

以项目为导向、教学做一体化的教学理念设计培训课程。依据学员所需的技术技能设计能力培训目标,设计出涵盖能力目标的三个培训项目,并对各个项目进行任务分解,进而设置任务所对应的教学内容与教学进度。对习得能力的考核采取任务达成度的考核形式。     

高职地理课程中培养学生职业关键能力的教学探索

培养职业关键能力已成为现代高等职业教育的一个重要目标,是高职人才培养不可缺少的内容.文章就高职院校中地理课程对职业关键能力培养的重要性、可培养的关键能力类型、培养关键能力的教学策略与方法等内容作了重点论述.