User-design in the creation of human learning systems

Systems theory and thinking are fundamental for the effective application of human performance technologies and instructional design to organizational and educational change efforts. One of the cornerstones of systemic change is the involvement of all stakeholders in what is termed participatory- or user-design. While the value of including the users in the creation of large systems of education and human performance (such as training, computer systems, and curriculum) is apparent, the reality of such inclusive efforts has a history of failure. Meeting the challenge of shifting power dynamics, empowering stakeholders and educating for design must, at some level, fall to the leaders of any dynamic organization. This paper describes systemic change as a context for user-design and defines user-design in that context. Approaches to user-design are explored, including ethnographic field methods, cooperative design, and action research-based user-design as applied to the creation and implementation of new technologies. A proposed research plan for the advancement of user-design practice concludes the work.     

活动理论视角下MOOC学习活动设计研究

活动理论强调教学活动过程的实施要以学习者的学习活动为中心,学习活动的设计对于信息技术环境下学生的学习效果和效率有着重要影响。大规模在线开放课程（MOOC）作为一种新的在线教育模式,实践了以学习者为中心的教学理念,革命性地颠覆了传统课堂的组织与管理方式。与传统网络课程相比,MOOC更强调教学模式的完整性．并以优质的教育资源和良好的师生交互点燃了国内外众多学习者的参与热情。为此．通过以活动理论为指导,结合学习活动设计的基本框架和MOOC的特点,分析MOOC学习活动的类型、学习资源和环境、学习者角色以及分布于社会网络中的交互信息等因素,尝试构建一个MOOC环境下学习活动设计模式,为MOOC课程在国内的设计和开发．提供理论框架和实践参考。     

Implementation of knowledge management in organizations

In the context of learning implementation of new ideas e.g. knowledge management in organizations often is neglected. Concerning knowledge management measures we demonstrate its implementation in organizations. A theoretical framework was developed showing the necessary basic conditions for implementing knowledge management. Subsequently we integrate the framework into a process model illustrated by a case study.     

高中新课程实施的障碍

高中新课程改革实施过程中还存在种种问题,遇到很多障碍。主要有心理障碍、制度障碍、操作障碍。心理障碍,来源于新课程实施者在实践过程中遇到的矛盾和心理压力;制度障碍,主要是课程管理体制和课程评价机制的不完善;操作障碍,主要是新旧课程判定标准的模糊,经验借鉴与个性创新的矛盾,教师素质对实施效果的影响和硬件设施与软件质量的分布不均。只有解决了这些问题才能达到新课程改革的良好效果。     

Using faculty evaluation to improve teaching quality: A longitudinal case study of higher education in Southeast Asia

This paper presents a case study of implementation of a new system of faculty teaching evaluation at a graduate school of business in Thailand. The research employed a non-experimental, longitudinal case study design in the analysis of student course evaluation data gathered over a period of 21 terms during a seven-year period. The report describes the design of the performance and reward system and its role in the college’s quality improvement program. Quantitative data analysis focused on results related to both instructor performance and faculty turnover. The data suggest statistically significant improvement in levels of instructor effectiveness and faculty turnover in the college over the seven-year period. While the research is subject to the contextual limitations of case studies, it also demonstrates the possibilities and problems of employing performance and reward in higher education.     

案例教学法在高职教学中的实际运用

案例教学法在教育教学活动中得到了十分广泛的应用。高职教育教学通过应用案例教学法,不仅能够真正将学生的实践学习与理论学习有机地结合到一起,同时还能使得人才的培养更多地满足现代社会的实际发展需要。采用案例教学法,要加大学科理论知识的推广力度、做好案例编写的相关工作、进行案例教学实施流程的合理设计。     

中小学研学旅行课程实施评价研究

中小学研学旅行作为研究性学习与旅行体验相结合的校外活动课程,在课程实施过程中容易产生“只旅不学”或“只学不旅”的问题,构建研学旅行课程实施评价指标是解决这一问题的突破口。为此,以课程要素分析为理论框架,根据我国中小学研学旅行政策文本,从准备要素、设计要素、过程要素、结果要素和反馈要素五个维度构建中小学研学旅行课程实施评价体系,为研学旅行课程设计、实施、评价提供理论和实践参考。     

浅析高校朋辈团体心理辅导方案的设计与实施

朋辈团体心理辅导是大学生心理健康教育中一种实施方便、推广性强、见效快的新模式,本文系统的论述了朋辈团体心理辅导活动方案的设计与实施,从理论上详细分析了方案设计的原则、内容和步骤,明确了朋辈团体心理辅导的实施过程.     

疫情期间居家学习课程的设计与实施——基于成都市龙泉驿区第五小学校的实践研究

新冠肺炎疫情防控期间,学生的学习环境、学习方式、学习资源都随之变化,学校课程设计和实施面临新的挑战与机遇。面对居家学习这一新的学习方式,从一线学校实践操作的角度讨论了居家学习课程实施的必要性和课程设计思路,从"管控到自律""主导到协同""传授到驱动"的三个转变,"内容、方式、效果"三项原则探讨居家学习课程设计的基本框架,并结合成都市龙泉驿区第五小学校在疫情期间居家学习课程的实践研究,从"为何""是何""如何"三个方面综合考量,体现课程的育人目标和实施价值。     

基于X3DOM的工艺品外观定制系统研究

X3DOM是一种新的WEB3D技术.基于X3DOM设计一个适用于工艺品生产企业的工艺品外观定制系统,其功能设计紧紧围绕工艺品交互设计和定制等主题进行.从工艺产品外观设计的特点出发,研究分析适用于外观个性化交互定制的模式,包括设计思路、定制流程、技术实现、运行模式和实现案例,它是总结山区工艺品企业生产特点的基础上进行设计研发的,具有一定普遍适应性.     

思想理论课教学中案例的设计与实施

在思想理论课主要教学环节中,除基本原理与理论教学外,案例的引入十分普遍。通过案例与理论的有机结合,使案例既能反映涉及的政治理论知识,又能使学生通过案例的学习,提高实际分析和解决问题的能力。而案例教学的重点是案例的设计与实施。     

中小学民族传统体育课程实施的系统研究——以黔南地区为个案研究

本文分析了民族传统体育包含的德育、智育、美育和劳动教育的教育价值,从学校培养目标、培养制度、课程编制、教学过程、实施评价五个方面对中小学民族传统体育课程实施系统进行了研究。最后,以黔南地区为例,对民族传统体育在中小学的实施进行了个案研究。     

电子信息类研究生综合实践平台开发与教学设计

为了切实提升电子信息类研究生的实践教学质量,分析了该类专业课程的公共核心内容,开发了一套以工程创新应用为导向的研究生综合实践平台。以实例的形式从理论验证与工程创新应用相结合的思路设计了系统的实践课程体系,并从工程需求引导、理论关联分析、应用设计探索提出了"三位一体"教学方式。介绍了课程实施过程,并分析了实施效果。实践表明,该平台及其课程能够多方位培养研究生的知识综合应用及解决实际问题的能力,激发创新意识,显著地提升他们的科研实践技能。     

Instructional Design Students’ Design Judgment in Action

This case study examines the design practices of instructional design (ID) students while working on a realistic design project (Joel, 1987) to explore whether ID students make design judgments; how, when, and where they are making them; and what kinds of judgments they make during a realistic instructional design process. The perspective taken in this study is that design judgments comprise multiple, complex types and are not confined to moments of overt decision making (Nelson & Stolterman, 2012). In this small‐scale case study, a group of students was observed in the process of designing instruction within a semester. The findings of the study suggest that these ID students continuously made design judgments of many kinds throughout the design process.     

全面服务型高职工学结合课程体系建设研究

高等职业教育的课程体系改革主要涉及课程的目标和内容设计、课程实施和评价等方面的研究。能力本位课程论成为高职课程体系改革的重要理论基础,同时"工学结合、校企合作"的人才培养模式成为课程改革的方向,课程与行业企业结合,打破了传统的知识、技能教学相分离的模式,建立基于工作过程项目化的课程体系成为科学的改革方向。新的课程体系解构传统的学科体系,重构基于工作过程的行动体系,学生在动态实践中获得知识、技能和素质的整体体验。通过构建真实的教学情境引入基于工作流程的教学活动,不但形成显性的知识能力体系,而且还激发学生隐性、个性化的、新的、序化的经验和能力,培养学生成为能学习、能工作、能思考、能创新的具有较强社会服务能力的准员工。     

面向部队岗位的航空装备保障课程教学计划的设计

随着军事教育改革的深入,军队院校的许多课程进行了重组,原有的实施规范已不适应课程教学,迫切需要设计制订新的课程教学计划来指导教学的实施。根据部队岗位需求,论述了航空装备保障课程教学计划的设计过程,从教学目标、设计思路、内容标准、实施过程、考核评价等方面进行了细致的分析,对军校学历教育的航空装备保障的教学具有一定的指导作用和借鉴意义。     

Towards culturally relevant classroom science: a theoretical framework focusing on traditional plant healing

A theoretical framework is an important component of a research study. It grounds the study and guides the methodological design. It also forms a reference point for the interpretation of the research findings. This paper conceptually examines the process of constructing a multi-focal theoretical lens for guiding studies that aim to accommodate local culture in science classrooms. A multi-focal approach is adopted because the integration of indigenous knowledge and modern classroom science is complex. The central argument in this paper is that a multi-focal lens accommodates the multifaceted nature of integrating indigenous knowledge and western oriented classroom science. The objective of the paper, therefore, is to construct a theoretical framework that can be used to guide and inform the integration of indigenous knowledge and western science at classroom science level. The traditional plant healing form of indigenous knowledge is used as a case study. The paper is important for raising the complexities, tensions and dilemmas inherent in the design and implementation of indigenous knowledge-science integrated curricula. An understanding of the issues raised will pave the way towards achieving culturally relevant classroom science.     

Virtual learning environments: three implementation perspectives

Universities worldwide offer web‐based courses distributed by virtual learning environments (VLEs). A common theoretical framework for implementing VLEs is the pedagogical perspective of instructional design. In this paper, three perspectives of implementation from information systems implementation research and organization theory are presented: implementation as technology acceptance, implementation as diffusion of innovations and implementation as a learning process. These perspectives focus on the VLE as an information system within an organization, the university. The models reviewed offer an important complementary perspective to the pedagogical view of instructional design. The three implementation perspectives are compared and a conclusion is made concerning their implications of successful use and implementation of VLEs.     

Consensus-based course design and implementation of constructive alignment theory in a power system analysis course

This article presents the implementation of the constructive alignment theory (CAT) in a power system analysis course through a consensus-based course design process. The consensus-based design process involves both the instructor and graduate-level students and it aims to develop the CAT framework in a holistic manner with the goal of including different perceptions. The considerations required to implement this approach are described in detail. To examine the effect of this approach, three different course evaluations were conducted by querying the students during different stages of the course. These evaluations show that most of the students find a benefit for their learning in the implementation of CAT within the new course design. These observations are supported by a comparison of the students’ performance in the new course and the previous one. Finally, the revised two-factor study process questionnaire (R-SPQ-2F) is utilised to identify the students’ learning approach towards the course. The aim is to correlate the students’ approach with their final grade to assess if students adopting a deep learning approach are rewarded with higher marks and vice versa, that is, to check if the CAT implementation was successful. Meanwhile, some of the R-SPQ-2F limitations, which affect the quality of the results, are identified and discussed. Additionally, to facilitate the practical usage of R-SPQ-2F, an algorithm was developed by the authors to rank the students’ approach towards the course. The results of the new ranking algorithm demonstrate positive correlation with the students’ final grade, which is an indication of the effective CAT implementation.