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参与式教学活动是转变学生学习方式的良好平台,它突显了以“学习者为主体”的教育理念。探讨了参与式教学方法在高校现代教育技术课中的应用,发现参与式教学方法提高了学生的学习兴趣和积极性,有利于促进学生个性发展和知识面拓展,培养了学生的创新能力,活跃了课堂气氛,增加了学生与教师的交流机会,融洽了师生关系。 相似文献
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Gregor Kennedy 《Educational Media International》2013,50(3-4):187-199
While the evaluation of the development, implementation and use of technology in higher education can legitimately be carried out on an individual by individual basis, it is reasonable for institutions to develop their own evaluation approaches to support and guide the evaluation efforts of their staff. This paper outlines an institutional approach that guides the evaluation of educational technology in the Faculty of Medicine, Dentistry and Health Sciences at the University of Melbourne. It proposes roles for an internal evaluator and educational technology practitioners and provides a conceptual framework that guides the evaluation process. Practitioners are supported using micro evaluation guidelines and this process is discussed for two types of evaluation. A discussion of the practical implementation of the framework is supported by the presentation of two evaluation case studies.Une approche institutionnelle d'évaluation de la technologie de l'éducation. Alors que l'évaluation du développement, de la mise en oeuvre et de l'usage de la technologie dans l'enseignement supérieur peut avec légitimité être marquée sur une base d'individu par individu, il est raisonnable que les institutions développent leurs propres approches d'évaluation pour soutenir et guider les efforts d'évaluation de leurs enseignements. Cet article décrit l'approche institutionnelle qui guide l'évaluation de la technologie de l'éducation dans la faculté de médecine, dentologie et de sciences de la santé de l'Université de Melbourne. Il propose des rôles pour une évaluation interne et des praticiens de technologie de l'Education et fournit un cadre conceptuel qui permet de guider les processus d'évaluation. Les praticiens sont aidés par l'emploi de guides de microévaluations et ce processus est discuté pour deux types d'évaluation. Une discussion sur la mise en oeuvre pratique du cadre est illustrée par deux études de cas d'évaluation.Ein institutioneller Ansatz zur Auswertung der Bildungstechnologie. Während die Auswertung der Entwicklung, Umsetzung und die Verwendung von Technologie im Bereich der höheren Bildung mit Recht auf individuellen Basis ausgeführt werden kann, ist es vernünftig, daß Institutionen ihre eigenen Auswertungsansätze entwickeln, um die Auswertungsbemühungen ihres Stabs zu unterstützen und zu leiten. Dieses Papier umreißt einen institutionellen Ansatz zur Auswertung der Nutzung von Bildungstechnologie in der Fakultät für Medizin, Zahnheilkunde und Gesundheitswissenschaften an der Universität von Melbourne. Es beschreibt die Rolle eines internen Auswerters und Bildungstechnikpraktikers und liefert einen begrifflichen Rahmen für den Auswertungsprozeß. Praktiker werden durch Micro-Auswertungsrichtlinien unterstützt. Dieser Prozeß wird für zwei Evaluationstypen erörtert. Die praktische Umsetzung des Rahmens wird anhand zweier Auswertungsfallstudien diskutiert. 相似文献
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Donald P. Ely Tjeerd Plomp 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(3):231-249
The claims made for educational technology have not always been realized. Many programmes in education based on media and technology have produced useful documentation and supportive research; others have failed. The current, comprehensive definition of educational technology is a helpful key to understanding how a problem-solving orientation is necessary to approach teaching/learning designs. The process of educational technology begins with an analysis of the problem, rather than with the medium as a solution. Examples of appropriate applications come from open universities and primary schools where distance, time, insufficient personnel, and inadequate facilities have led to a search for alternative means for teaching and learning. Less successful programmes tended to have confused goals and an emphasis on one medium. They also lacked: support services, staff training, quality software and a system focus. The threads which run through the more successful programmes are described. The lessons learned from fifty years of media and technology development in education and training are discussed with an eye toward the future. It is clear that educational technology as a problem-solving process will lead the field into the twenty-first century. 相似文献
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The authors describe an experiment in improving the teaching of chemical engineering in an Indonesian technological university with the assistance of Dutch counterparts. The project approach used was then applied to other universities and disciplines and became part of a general government-sponsored programme aimed at improving the quality of teaching in Indonesian universities generally. The authors claim that practically-orientated projects concerned with the improvement of teaching effectiveness can, by dissemination, lead to a general improvement in the quality and quantity of output from universities. 相似文献
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Danilo Dolci 《Prospects》1973,3(2):137-146
The writings of Danilo Dolci have been translated into many languages; he himself has lectured around the world on his theories and activities. In a number of countries organizations have been formed for the sole purpose of supporting and extending his programme.Born in the north of Italy, Danilo Dolci has identified himself with the lot of the poor peasants of Sicily. Faced with the power of the Mafia, supported by a number of politicians, he has endeavoured to organize the peasants in co-operatives which might successfully resist those who exploited them. As a consequence, he has encountered the hostility of local authorities and has been imprisoned on several occasions.One of his best-known books is entitledThe Man who Plays Alone (Chi gioca solo), a reference to a Sicilian proverb: The man who plays alone never loses. Danilo Dolci had to fight not only against the Mafia and their allies but also—he affirms—against this Sicilian tendency to go it alone, to avoid all social entanglements except for the immediate family. He has succeeded to a great extent, and a number of Sicilian co-operatives are now functioning successfully. One striking accomplishment has been the building of a dam which is helping to irrigate the farms over a wide area.The keynotes of his activity are co-operation and dialogue. In the preparatory phase of the new centre which he is in the process of creating in Partinico, he has not only consulted educators and psychologists; he has brought together for group discussion the children themselves, and also their parents, so that the school might meet the needs and desires of those most directly concerned by the educational process, rather than merely accepting the decisions by outsiders who know what is best for the children.
Among his numerous publications are: Conversazioni, Chi gioca solo, Inventare il futuro, Chissà se i pesci piangono. 相似文献
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Dan Inbar 《International Journal of Educational Development》1982,2(2):185-191
Starting from the assumption that administrative personnel in educational programmes would be more efficient, if they were professionally trained; this paper outlines the guiding principles of good training and attempts to derive appropriate methods of training. To illustrate its argument, it analyses the current prerequisites for school principals and concludes that the current basic requirement that principals be experienced teachers is inappropriate. On the contrary, principals should be selected from a reservoir wider than the teaching profession, subjected to criteria pertinent to principalship and more thoroughly trained in all dimensions of its functions. 相似文献
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Koen Aesaert Ruben Vanderlinde Jo Tondeur Johan van Braak 《Educational technology research and development : ETR & D》2013,61(1):131-151
The purpose of this study is to analyze the content features of educational technology curricula for primary education developed by national governments. A qualitative cross-case document analysis of the national educational technology curriculum of Norway, Flanders and England was conducted. The analysis focuses on the underlying visions, specific aims and instruction related aspects that are integrated in the national educational technology curricula of the three cases under investigation. The results indicate that specific aims mainly focus on the critical use of educational technology; safe and responsible use of educational technology; information retrieval, processing and production; communication by use of educational technology; and use of educational technology for subject learning. It is possible that a discrepancy exists between the concepts of digital literacy and the specific aims that are addressed in educational technology curricula. Moreover, the rationales that underlie educational technology curricula represent a catalytic and social point of view rather than an economic one. The implications of our findings for curriculum developers and researchers are discussed. 相似文献
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Ludwig J. Issing MA in psychology from the University of Rochester N.Y. Ph. D. from the University of Wuerzburg Germany Professor of educational psychology media psychology Managing Director of the Center for Media Research at the Freie Universitat Associate Researcher of Freie Universitat Berlin Heike Schaumburg MA in psychology MS in Instructional Technology 《TechTrends》2001,45(6):23-28
Instructional technology, especially the use of computers and the Internet has been lagging behind in the German educational system in comparison to other European countries. When this lack was realized in the second half of the 1990s it had quite a “shock-effect” but one of the healthy kind: Since then numerous public and private initiatives have been started to advance the use of technology in schools, higher education, and in vocational training. At the college and university level, there is a trend towards connecting online and offline courses. Also, it was understood that it is not enough to just provide schools and universities with the technology needed but that the introduction of technology has to be accompanied by profound systemic and structural changes. Thus, there is great hope that the use of technology in education will fuel educational innovations at all levels needed for educating and training pupils and students to act as responsible and media-literate citizens in a modern world. 相似文献
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教学实践表明 ,不能有效地进行实验教学是制约《现代教育技术》公共课质量的“瓶颈”。加强实验教学 ,一要提高认识 ,二要深化改革 ,三要加强建设 相似文献
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Classes are key software components in an object-oriented software system. In many industrial OO software systems,there are some classes that have complicated structure and relationships. So in the processes of software maintenance,testing,software reengineering,software reuse and software restructure,it is a challenge for software engineers to understand these classes thoroughly. This paper proposes a class comprehension model based on constructivist learning theory,and implements a software visualization tool(MFV-Class)to help in the comprehension of a class. The tool provides multiple views of class to uncover manifold facets of class contents. It enables visualizing three object-oriented metrics of classes to help users focus on the understanding process. A case study was conducted to evaluate our approach and the toolkit. 相似文献
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韦宁彬 《中国现代教育装备》2010,(15):98-100
介绍了现代教育技术网络课程的设计与开发。对现代教育技术网络课程设计的指导思想、设计思路进行了阐述,并就该网络课程的整体结构、主要功能模块等进行了相应的分析说明,同时对一些重要的功能模块进行了详细阐述,这为其他学校开发现代教育技术网络课程提供了参考。 相似文献
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李鹏 《河北师范大学学报(哲学社会科学版)》2010,33(5)
多元社会中难以践行稳定优质的民主长期以来就是学界的共识.政治文化理论的研究不仅把这一结论推向极致,而且还据此把当代民主类型划分为以同质社会为基础的英美型稳定民主,以及建立在多元社会基础上的欧陆型不稳定民主.然而,近年来大量研究发现以低地国家为代表的多元社会中稳定的民主不仅长期存在,而且似乎比英美民主更具民主性.这种多元社会中的稳定民主被称为结盟民主.这一新型民主模式不仅对传统的民主绩效假设提出了挑战,而且重构了传统的民主类型学,不仅具有重要的理论意义,而且具有重大的现实意义. 相似文献
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Mark Warschauer 《Globalisation, Societies & Education》2004,2(3):377-390
This paper examines a US foreign aid project to promote use of new technologies in Egyptian education. Though the project sought to improve teaching and learning, an examination of implementation indicates how goals of Westernization ended up taking precedence. These included a focus on bringing Egyptian educators to the US and on showcasing US hardware and software. This underlying emphasis on Westernization weakened the project’s potential contribution to educational improvement. However, grass roots Egyptian teacher educators found ways to assert their own voices in the project through small‐scale and locally appropriate uses of technology. 相似文献
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现代教育技术在职业教育中的应用 总被引:10,自引:0,他引:10
朱培康 《中国职业技术教育》2003,(1):37-37,39
一、现代教育技术提高教师素质的应用研究 通过对现代教育技术的应用研究,探讨现代教学模式的结构,研究现代教学的方法,以讲座、竞赛、赛教、课件制作评比等形式,全面提高教师运用现代教育技术的能力。 相似文献
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David H. Jonassen 《Educational technology research and development : ETR & D》1984,32(3):153-167
This philosophical excursion into the foundations of educational technology begins by considering the nature of knowing and
learning from the media, as well as stating the assumptions of the paper. The foundations of educational technology — the
systems approach, systems theory, and behaviorism - are explicated. Then, I state and discuss four philosophical propositions
for considering the mediation of experience and educational technology: a) Learning is a constructive activity so technologies
should liberate, not constrain learners; b) media produce an event ontology separate from personal experience; c) mediation
is a phenomenological process; and d) media provide existential access to the world’s knowledge and to internal aspects of
the self.
I am especially indebted to Professor Robert Heinich (Indiana University) for his repeated and insightful analysis of this
paper. Significant contributions were also made by the late Professor James Macdonald, to whom the paper is dedicated, and
Professor Arnold Levin (University of North Carolina at Greensboro). This paper was completed while I was a Visiting Research
Fellow in the Department of Psychology at the University of Keele, Staffordshire, U.K. I should like to gratefully acknowledge
the support of the department and its head, James Hartley, and especially the assistance of Mrs. M. Woodward. 相似文献