YouTube: An emerging tool in anatomy education

The use of online social networks in medical education can remodel and enhance anatomy teaching and learning; one such network is the video-sharing site YouTube. Limited research in the literature exists on the use of YouTube as a platform for anatomy education. The aim of this study is to assess student's perceptions and patterns of usage of this resource, as well as the effectiveness of YouTube videos within a problem-based learning (PBL) curriculum. The study was conducted on 91 second-year medical students for whom video links were suggested throughout the academic year. In addition, the Human Anatomy Education (HAE) Channel was launched on YouTube to support classroom teaching with videos that emphasized applied aspects of anatomy. The results demonstrated that 98% of the students used YouTube as an online information resource, albeit in different frequencies. Out of the 86% who have been to the HAE Channel, 92% agreed/strongly agreed that the channel helped them learn anatomy. The study also reports the popularity of and awareness about using YouTube as a social network as well as in learning. Based on these findings, YouTube can be considered as an effective tool to enhance anatomy instruction if the videos are scrutinized, diversified, and aimed toward course objectives. Faculty of average computer literacy should be enabled to produce videos on their own YouTube channels to support independent learning and integration in a PBL curriculum. The methods described for capturing and editing the videos can be used as a prototype.     

Video game–based learning: An emerging paradigm for instruction

Interactive digital media, or video games, are a powerful new medium. They offer immersive experiences in which players solve problems. Players learn more than just facts—ways of seeing and understanding problems so that they “become” different kinds of people. “Serious games” coming from business strategy, advergaming, and entertainment gaming embody these features and point to a future paradigm for eLearning. Building on interviews with leading designers of serious games, this article presents case studies of three organizations building serious games, coming from different perspectives but arriving at similar conclusions. This article argues that such games challenge us to rethink the role of information, tools, and aesthetics in a digital age.     

析高等教育产业化的认识误区

我国高等教育体制的改革到了关键时期，改革的方向和目标不但决定着今后我国高等教育如何发展，而且将对我国社会发展产生重要影响，高等教育有着其特殊的发展规律，在对市场规律普遍认同的今天，市场规律不适用于教育＊（包括高等教育），即高等教育不能产业化，高等教育的发展必须遵循教育的发展规律，但同时可以借鉴市场经济的运行机制。     

Unfinished business: education without necessity

In both its substance and form this paper speaks of the arid direction of education, particularly under the conditions of what some call ‘performativity’, such as the constraints of quality assurance and the demands of academic research. The paper tries to construct a counter or alternative discourse about educational practices. It speaks of them as unpredictable, not susceptible to closure or summary, and foregrounds the importance of relationships between students, and between them and their teacher. It speaks of learning as intellectual, but also as emotional and embodied. It asks questions, and offers one kind of suggestion, about just what kind of language is appropriate for writing about our lived experience as teachers and learners.     

An emerging donor in education and development: A case study of China in Cameroon

This paper analyzes China's new approaches of education aid to Africa through a case study of Cameroon. China's cooperation has been characterized by different discourses and different historic relationships with recipient countries than those of traditional donors. Sino-African policies have gone through different stages, each connected to wider political and economic realities. Currently, a broadening of China's engagement with Africa can be noticed through increasing aid packages and the inclusion of African countries other than those that had traditionally been close to China. Cameroon has been one of the countries that have had a relatively extended cooperation with China. Four types of Chinese education aid to Africa are illustrated by this paper: (i) Confucius Institutes, which are providing language and culture-related training in host countries; (ii) longer term scholarships and short-term training for Africans in China; (iii) school construction; and (iv) stand-alone education projects. By analyzing how these three different types of aid are taking place in Cameroon, various and apparently contradictory strategies and discourses materialize.     

From your business to our business: industry and vocational education in Australia

Over the last 20 years, the voice of business and its impact upon Australian vocational education have transformed. These changes comprise the reluctance of enterprise to be involved; industry determining what is taught and assessed, and how; the principles for administering vocational education; and attempts to use vocational education to reform the schooling system. These transformations and government complicity in them are enmeshed in the restructuring of the Australian economy, allegedly in response to an increasingly competitive and globalised economy. They were also facilitated by vocational education continuing to be misunderstood and having low status. However, the expanded leadership role afforded to Australian business has not been matched by its purchase on the complexity of educational issues and practice, including the need to encompass other interests (e.g. small business and students). While vocational education has become the business of business, it seems it is business not understood. Even in addressing its own purposes (i.e. work readiness), business has demonstrated a preference for ideological and näive imperatives that have proved inadequate. Along the way, the goals for vocational education and standing of its institutions, practitioners and students have all been transformed, probably to their detriment.     

An educational tool for outdoor education and environmental concern

The purpose of this paper is to suggest an outdoor education model that respects the need to critically discuss the general belief in a causal relationship between experiences of nature, environmentally-friendly attitudes and behavioural change, but that at the same time respects the legitimate claims on the part of outdoor education practice for concretisation and clarity. The foundation of this model consists of a combination of theoretical perspectives and models that have been generated through a number of Swedish interdisciplinary research projects concerning human interrelationships with the landscape during the last decade. The paper first focuses on the subtleties of environmental concern with the aid of an environmentally historic model of how care for nature and environmental protection successively developed during the last century. It then addresses different aspects of outdoor education by presenting two specific models: a model of two principally diverse motives for this education, and a model of three different approaches to the landscape when executing outdoor education. In the final section these models are assembled in a suggested model for outdoor education and environmental concern, and identify a handful of main educational paths. The paper concludes with a brief discussion about continued research and examples of what can be regarded as particularly important developments and additions to the suggested model.     

Making values education everyone's business

Adults are typically required to make values‐based decisions multiple times each day.Why, then, should a discussion of values not be explicit across the college curriculum and intentionally integrated into the cocurriculum? The authors describe a place where the work of values education is widely shared.     

论商务体育教学任务与依据

商务体育是在经济社会发展和市场运作中,在原有大学体育教学内容中延伸而出的、与从事商务活动有关的运动项目.其可概括为与公关、商务活动等有密切联系,既能培养学生自身体育能力,为终身体育奠定基础;也能达到沟通和交际以至于协助达到商业运作目的的系列体育运动.     

买办与中国近代商业教育

根据中外经济学界的最新认识,有理由认为买办是中国最早具有近代属性的新式商人。19世纪后期产生的商务英语教育和以买办为代表的新式商人在商业实践中所受的社会教育,标志着近代商业教育进入萌芽时期。20世纪初,近代商业学校教育是以商业社会教育为主要形式、以买办等新式商人商务英语教育为重要内容、以商业实践为主要课堂。中国商业近代化,急切催生和呼唤专业化的商业学校教育的诞生。     

职业教育与企业文化

企业文化将成为企业的核心竞争力。以培养企业技术人才为己任的职业教育必须高度重视这一变化趋势，通过加强企业文化教育，突出职业教育特色；企业也应意识到校园企业文化教育将成为企业文化建设的新的生长点；校企联合可以成为职业教育与企业文化的有效结合点。     

基于CDIO理念的经管类商务统计课程教学改革——项目驱动学习

商务统计是经管类专业核心必修课之一,作为一门实践性和应用性很强的方法论课程,其效用在被广泛认可的同时,也给专业教学带来诸多挑战。结合CDIO工程教育理念,以项目驱动学习的方式对商务统计课程进行重新设计开发,强化实践教学,多维度立体式地对学生能力进行培养,进而将教学效果最大化。     

Equity and marketisation: emerging policies and practices in Australian education

The conjunction of equity and market logics in contemporary education has created new and different conditions of possibility for equity, both as conceived in policy discourses and as a related set of educational practices. In this editorial introduction, we examine how equity is being drawn into new policy assemblages and how, in the context of marketisation, equity is evolving and being enacted in new ways across education sectors. Different conceptions of equity are considered, including the increasingly influential human capital perspective promoted by the Organisation for Economic Cooperation and Development (OECD). We argue that, separate from critiques of neoliberalism and its deleterious effects on equity in education, it is necessary to analyse carefully the increasing rationalisation of equity agendas in economic terms, the associated effects on education governance and policy-making, as well as on the work of educational institutions and educators. Providing an overview of the contributions to this Special Issue, we direct particular attention to the multiple, complex and often contradictory effects of the current education reform agenda in Australia, which has prioritised equity objectives and intensified performance measurement, comparison and accountability as means to drive educational improvement and reduce disadvantage.     

Video diaries: a tool to investigate sustainability-related learning in threshold spaces

This paper takes as a case study an undergraduate field class from a UK university to rural Uganda. It describes and evaluates the use of video diaries as a tool for investigating the process of transformative learning in the context of education for sustainability. The applicability of threshold concept theory to this learning is investigated. Results show the video diary technique to be much more successful in capturing the development of student learning than written diaries. Despite some practical difficulties, rich data were generated. Analysis demonstrated that learning met three of the five criteria for threshold concepts: the learning was transformative, integrative and troublesome. Further research could test whether the learning in this case study met the threshold concept criterion of irreversibility. Further elaboration of the theoretical relationship between threshold concepts, transformative learning and education for sustainability is also needed. It is concluded that the video diary method is potentially transferable to other educational research contexts and may be particularly suitable for researching learning in threshold spaces.