Student Strategies for Learning Computer Programming: Implications for Pedagogy in Informatics

In the context of the debate about the extent to which secondary school Informatics curricula should include specifically vocational content, this paper explores the possibility that in Informatics teaching, there is value in adopting pedagogical approaches, rather than curriculum content, based on practice in industry and business settings. This paper reports research findings that raise questions about the widely held assumption that students will gain their programming knowledge and skills predominantly from classroom activities undertaken at the instigation of the Informatics teacher. Investigation of sources of students' information about programming skills and knowledge indicates that such an assumption is not well founded, and leads to the suggestion that innovative approaches to pedagogy in this area should be explored.Two studies, each a part of a larger project, are reported here. The first showed that a group of Grade 5 students, skilled programmers in the MicroWorlds multimedia programming environment, sought and acquired programming skills and techniques from a wide variety of sources, many of which were not classroom based. The second reports a formalisation of this model of student initiated seeking among a range of resource people for immediately needed expert advice. This was observed in a deliberately constructionist learning environment in an after-school Computer Clubhouse where students are supported by mentors with different specialist areas of expertise as well as by a teacher.The importance of these issues for Informatics teaching, assessment, course design and evaluation, and for the preparation of Informatics teachers is considered, and the need for further research in this area is outlined.     

公共图书馆在现代女性素质教育中的公益责任及对策

随着现代经济社会的不断发展,对女性提出了越来越高的要求,女性是促进社会发展的核心因素,整体素质亟待提高。图书馆作为文化教育职能机构,关心和重视女性群体是其社会责任,公共图书馆应以其丰富的馆藏和现代化的服务手段,针对女性群体的特点,创新服务模式,扩宽服务内容,开展女性专题服务,以提高女性的整体素质,推动社会向前发展。     

Learning a practice through practise: presenting knowledge in doctoral spoken presentations

Learning to ‘become doctor’ requires PhD candidates to undertake progressive public displays – material and social – of knowledge. Knowledge in doctoral pedagogy is primarily realised textually, with speaking and writing remaining as the primary assessment rubrics of progress and of the qualification. Participating textually begins, in a public sense, with the Confirmation of Candidature presentation/paper and culminates in a Viva Voce/dissertation. Drawing on linguistic ethnographic observations and analyses, this paper uses practice-based perspectives to examine a doctoral candidate practising to present knowledge publicly in a university research centre. The paper focuses on sociomaterial shifts in the trial run and final delivery of the two presentations examining how the candidate is initiated into new actions in response to these changes. Findings reveal how the candidate engages with collective understandings of the practice of presenting knowledge provided by feedback from her doctoral ‘friends’. Learning a practice through practise highlights the importance of participating as learning and learning as participating. This is particularly so in a time of change for doctoral pedagogy, when honing a practice collectively is argued to be advantageous in a localised setting that recognises and fosters the benefits of participation.     

浅谈西宁市社区图书馆的发展现状

社区图书馆是社区文化建设和发展的重要组成部分,对推动社区文化发展乃至经济建设有着不可忽视的重要作用。本文就社区图书馆建设及发展对推动社区文化发展方面谈一点粗浅认识。     

Extending Learning Communities: New Technologies,Multiple Literacies,and Culture Blind Pedagogies

Technologies such as videoconferencing used for distance education are creating ways for high schools to extend their learning communities to connect youth with professional communities of practice in ways that approximate the face-to-face interactions in traditional classrooms. These technologies are often touted as a way to augment course offerings and curricula, particularly those needed for college-going. The use of videoconferencing technologies alone, however, does not ensure that the desired forms of interaction will occur particularly given their reliance on traditional banking-model pedagogies and literacies. In this article, we focus on college bound Black and Latino/a youth from under resourced urban communities and their negotiations of new technologies, multiple literacies, and traditional pedagogies within a music education learning community extended through videoconferencing technologies. Employing a multicultural feminist critical theoretical framework, we unearth the ways Black and Latino/a youths identities as active learners and college-bound musicians shape, and are shaped, in the interplay of new technologies, multiple literacies, and traditional pedagogies within a music education classroom.     

Taking the Helm: Physical Educators Managing Change through Professional Learning Communities

ABSTRACT

Change in education is inevitable. Physical educators are being positioned to effectively manage change and control their own destiny. In order to manage and facilitate positive change, physical educators should clearly embrace and accept physical education as a public health tool, understand the educational change process in schools, and know how to manage change through the strategic utilization of Professional Learning Communities. Physical educators can shape the culture of schools by increasing physical activity levels for students in physical education while facilitating physical activity opportunities for students and faculty across the school day. Given that physical education is a subsystem of the larger school system, each physical educator must understand the nature of change in schools and how to successfully influence it. Professional Learning Communities provide a structure for physical educators to take the helm by influencing positive and systemic change, shaping culture, and advocating for increased physical activity in schools.     

Blended learning: communication,locations and work-life practices

The article discusses blended learning and how various delivery formats affect the way learning is situated in work-life practices. The authors approached this issue through an empirical study of an in-service training programme for middle-level managers in a number of case organisations. The programme used a combination of e-learning, textbooks and face-to-face seminars. The conclusion reached is that a purposeful blend of delivery modes and technology systems can situate learning outside the daily work location and at the same time facilitate the creation of communities of practice embedded in daily work experience. It is further argued that inflexibility can be a necessary for creation of such communities.     

Communities of practice and participatory action research: the formation of a synergy for the development of museum programmes for early childhood

This study explores the integration of two key ideas and working frameworks: a community of educational practice formed by the synergy between a natural history museum and a university department of pre-school education, which undertook participatory action research aimed at the creation of innovative museum programmes for young children. Data analysis and the evaluation of the research process show that the community was able to bring its situated knowledge into question and interrogate propositional knowledge by means of re-evaluating the learning targets, the nature of children’s activity, the nature of interaction between adults and learners, and the nature of resources used in existing and newly designed programmes offered to young children. Participatory action research enabled the community to monitor the implementation of theory with scientific rigour and formulate a new ‘knowledge strategy’, which in theoretical terms will guide future developments.     

STAD型合作学习:教育学课程教学新尝试

STAD型合作学习是一种运用非常广泛,能有效提高教学效果的合作学习类型。基于STAD型合作学习的教育学课程教学不仅为学生提供了自主学习的机会,也为他们提供了互相合作的学习环境,取得了良好的教学效果。     

Learning about social movements through news media: deconstructing New York Times and Fox News representations of Standing Rock

ABSTRACT

This article critically examines how news media, as a form of public pedagogy, functioned to ‘educate’ the public about the Standing Rock pipeline protests in North Dakota, USA. Drawing on literature in public pedagogy, social movement learning and communication studies, we employed ethnographic content analysis to identify emergent patterns, emphases and themes in all online media coverage by the New York Times and Fox News of the Standing Rock protests from April 2016 to March 2017. We analysed representations of Standing Rock in 164 NYT articles, and 96 Fox News articles, respectively. This ethnographic methodology allowed us to understand how the Standing Rock movement, its actors and meaning were constructed through the use of imagery, metaphors and emphasis on particular voices, narratives and perspectives. Our findings showed how both Fox and NYT were able to effectively frame the protest as a fundamentally human story focusing on Indigenous people, celebrities and US war veterans, and address broad-based public concerns about global climate change, water pollution and land rights. These results point to the importance of mainstream media as public pedagogue shaping social movement learning, and to the need for further research on this topic in adult education.     

Narratives of Learning from Co-editing,Writing and Presenting Stories of Experience in Self-Study

In this self-study, we look at the contribution made towards our professional learning through an aspect of teacher education work that is not commonly featured in the research literature: exploring the implications of our work as co-editors of an international collection about teacher educators’ journeys of professional becoming. Through this self-study, we argue that this type of work is valuable to individuals and institutions in relation to its impact on the professional learning and career development of teacher educators. Adopting a narrative approach, we examined our experiences of co-editing the book and the associated activities such as conference presentations, to understand how this influenced our professional learning and identity as teacher educators. Findings include having a stronger sense of the evolution of our professional selves over time and greater insight and awareness of our strengths and uncertainties. A clearer perspective on our own career development and professional becoming was evident, and many parallels could be drawn between our experiences of professional becoming and those of the chapter authors in the edited book. We conclude that while activities such as book editing do not usually count in institutional metrics as outputs, they are nonetheless a significant opportunity for professional learning and make a contribution to knowledge and to teacher education practice, and should be recognised as such by institutions and colleagues.     

Technology,Learning Communities and Young People: The Future Something Project

The Future Something Project (FSP), a two‐year action research project, was devised to nurture the creative and technological talent of small groups of young people at risk by creating a structured network, mentored and driven by creative professionals exploring innovative ways for the two distinct target groups to work together. The project practice is located within the new field of interaction design and takes a social and critical approach to art and design pedagogy. The external research team found that one valuable way of looking at the FSP enterprise was through the social theory of communities of practice (CoPs) developed in the 1990s by Lave and Wenger. The creation of a learning community as a pedagogical strategy is central to the conception and practice of this project. This article, therefore, sets out to apply an existing theory to a new art and design context together with more general thoughts on learning communities. It explores the potential of new technologies and different settings to effect learning within structured networks and local and virtual communities of practice.     

SRL in Online Cooperative Learning: implications for pre-service teacher training

The aim of this article is to investigate the relation between self-regulated learning and online collaborative environments. Based on the study of a blended course for trainee teachers, it explores the potential of the online collaborative component of the course for the practice and development of Self-Regulated Learning. The study made use of two questionnaires, developed within the TELEPEERS European project, to evaluate the potential support to SRL provided by technology-enhanced learning environments. The results provide information about the aspects of SRL practised in our environment. These include social competences, such as communication and negotiation with tutors and peers, emotional and motivational aspects, such as keeping up motivation and maintaining and restoring a positive working attitude, and cognitive and metacognitive skills such as management of time and learning environment and reflection on learning outcomes. The study also suggests the need to consider not only the SRL of the individuals involved in the learning process, but also the SRL of the whole community, that is, the result of the mediation between individual autonomy and group collaboration.     

Adult education for social and environmental change in contemporary public art galleries and museums in Canada,Scotland and England

Historically, pubic art galleries and museums have a well-deserved reputation for elitism, colonialism and exclusion and they are, therefore, frequently omitted from the discourse of adult education. However, the escalating social, cultural and ecological problems of this new century have placed pressure on these public institutions to change and respond. Using selective examples, this article attempts to illustrate public arts and cultural institutions as contested, problematic, challenging, yet equally progressive, critical and creative pedagogical spaces that play an important role in the struggle for social and environmental change. Through exhibitions, artworks, objects, workshops and seminars, these institutions trouble identity, decolonize, mock, revisualize, tell alternative stories, reorient authoritative practice, interrogate intolerance and privilege and stimulate critical literacies. We must continue to expose and critique traditions that perpetuate inequalities and maintain the status quo but in a world starved of hope, these sites provide new pedagogical possibilities.     

陆费逵的公关理念及其践履

陆费逵之所以能把中华书局经营成近代出版的重镇,离不开他对公共关系活动的重视。本文在综合分析陆费逵公关实践活动的基础上,探讨其政府公关、媒介公关、顾客公关和全员公关策略,以期为现代企业的经营管理特别是为企业公关活动提供某种借鉴。     

从个体学习到团队学习--当代学习理论与实践发展的新趋势

随着学习研究的深入和学习观念的更新，学习的主体意识在学生、教师和家长中不断强化，但大多数人对学习主体的理解，都停留在个体学习的层次和水平。本文阐述了学习主体从个体向团队的拓展和提升这一当代学习理论与实践发展的新趋势，较深入地探讨了个体学习、协作学习和团队学习的区别与内在联系，并从时代高度论证了在我国学校教育中倡导团队学习的价值和意义。     

Teaching and Learning Regimes: Implicit theories and recurrent practices in the enhancement of teaching and learning through educational development programmes

This paper uses the concept of teaching and learning regimes (TLRs) to help explore a set of questions about why some academic staff in universities thrive on and benefit from accredited programmes designed to improve HE learning and teaching practices ("educational development programmes") whilst others experience periods of resistance or some drop out altogether. "TLR" is a shorthand term for a constellation of rules, assumptions, practices and relationships related to teaching and learning issues in higher education. These include aspects of the following salient to teaching and learning, each of which we elaborate and illustrate in the paper: identities in interaction, power relations, codes of signification, tacit assumptions, rules of appropriateness, recurrent practices, discursive repertoires, implicit theories of learning and of teaching. The argument presented here is that academic staff on educational development programmes ("participants") bring to programmes sets of assumptions and practices rooted in TLRs. Educational development programmes themselves instantiate TLRs which may be more, or less, compatible with those of individual participants. Where there are incongruities between the two they need not be fatal if participants are able to, or are encouraged to, surface and reflect on previously tacit assumptions embedded in their TLRs. Similarly, there may not be a problem if participants are able to exercise discretion over the application of aspects of different regimes; applying them in different contexts as appropriate. Evidence from participants' writing, participant observation, secondary sources and data from eight interviews inform the paper and form the basis for illustrative vignettes.     

案例教学在高师公共教育学教学中的运用

案例教学是通过对一个具体教育情境的描述．引导学生对这些特殊情境进行分析讨论的一种教学方法。案例教学在高师公共教育学中的运用，有利于提高公共教育学的教学质量，培养学生良好的综合素质。     

普通高师公共教育学的教学反思与改革

教学反思是对教学活动的理性批判，对公共教育学而言，我们必须对其在教师职前培养中的作用、课程的性质和任务、知识体系结构、教学方式等进行反思。改革公共教育学的教学应从教师的继续教育入手，并对教学内容、课程设置和教学方式进行整体改革。