Accountability: A Search for a Solution

The work students create should help them develop the knowledge, skills, and attitudes needed in the adult world. In this article, the authors identify adult roles essential for young people to develop and outline ways teachers can use curriculum standards to create assignments and assessments that prepare youths for those adult roles in society. They also provide guidelines for scoring these assessments and a sample rubric.     

Promoting Self-Directed Learning in Simulation-Based Discovery Learning Environments Through Intelligent Support

Providing learners with computer-generated feedback on their learning process in simulation-based discovery environments cannot be based on a detailed model of the learning process due to the “open” character of discovery learning. This paper describes a method for generating adaptive feedback for discovery learning based on an “opportunistic” learning model that takes the current hypothesis of the learner and the experiments performed to test this hypothesis as input. The method was applied in a simulation–based learning environment in the physics domain of collisions. Additionally, the method was compared to an environment in which subjects received predefined feedback on their hypotheses, not taking the experimentation behavior into account. Results showed that overall both groups did not differ on knowledge acquired. A further analysis indicated that, in their learning processes, the learners in the experimental condition built upon their intuitive knowledge base, whereas the learners in the control condition built upon their conceptual knowledge base. In addition, measures of the learning process showed that the subjects in the experimental condition adopted a more inquiry-based learning strategy compared to the subjects in the control condition. We concluded, therefore, that providing learners with adaptive feedback had a different and beneficial effect on the learning process compared to more traditional predefined feedback.     

基于领导行为视角的“安全型学习型组织”建设探析

安全生产是企业运营的基础,而我国企业的安全生产水平较低,事故频发、损失较大,已引起国内外社会的广泛关注,严重降低了我国的国际形象。安全型学习型组织建设是企业安全管理的有效策略,在西方国家得到广泛的实施。领导行为在安全型学习型组织建设中发挥着关键的作用。我国企业应大力加强安全型学习型组织建设,以大幅度降低企业的安全事故及损害。     

Student Perceptions of Industrial Chemistry Classroom Learning Environments

This article describes a study conducted in Israel which focused on how learning industrial chemistry case studies affects students' perceptions of their classroom learning environment and their interest in chemistry studies. The goal of the study was to determine the effects of industrial case studies on students' perceptions of chemistry in general, and industrial chemistry in particular. Information on students' perceptions was gathered from a learning environment inventory specifically developed for this study. It was observed that industrial chemistry case studies helped in providing students with a relevant picture of chemistry in general and their chemistry studies in particular. It was also found that teachers who had attended an intensive training workshop were the most successful in presenting the relevance of chemistry in the case studies. These teachers also were more successful in raising students' awareness of the social implications of chemistry studies. Furthermore, their students had a better awareness of the contribution made by chemistry studies to their preparation as future citizens and for a possible career in chemistry. These findings have important implications for any decisions about whether to make industrial chemistry case studies obligatory for students who major in chemistry. There are further implications regarding the content and learning strategies to be used for the professional development of science teachers in general and chemistry teachers in particular. This revised version was published online in July 2006 with corrections to the Cover Date.     

Learner Support in Distance and Networked Learning Environments: Ten Dimensions for Successful Design

How do educators and instructional designers assess the effectiveness of the learning environments they design? One important means of ensuring the effectiveness of instruction in distance and face-to-face settings is through provision of learner support. Increasingly, as learners utilize the World Wide Web for collaborative learning, support systems contribute to the processes of learning and assist the learner in developing competencies and confidence in self-regulated learning and social interaction. Originating in the socio-cultural perspective of Vygotskyan theory, the term scaffolding refers to learning support based on social constructivist models of learning. As the World Wide Web becomes increasingly integrated into the delivery of learning experiences at primary, tertiary and secondary levels, the concept of scaffolding needs to be reconsidered because it is not readily translated into contexts where the teacher is not present, such as in online learning environments. The aim of this paper is to offer a conceptualization of the term scaffolding in distance learning, to provide examples of how learners can be supported in the processes of constructivist inquiry in a range of learning settings, and to offer principles for the design of learning support that can be applied across a range of instructional settings.     

Representation and Process in Learning Environments for Mathematics: A Commentary on Three Systems

Three computer‐based systems for teaching arithmetic and algebra are discussed. The systems embody several pedagogical tactics: To provide students with augmented repre‐sentations that reveal the structure of problem solutions; to make mathematical symbols meaningful by giving students concrete referents for those symbols; to provide students with enriched feedback about the consequences of their mathematical operations; and to adapt instruction to the cognitive processes of the students. Weaknesses in the three systems are discussed and two general problems, called complexity trade‐off and scaffold removal, are put forward as possible explanations for why the systems are not more effective. The alternative view that mathematics is difficult because it requires abstract thinking is outlined and some of its implications discussed briefly.     

随班就读轻度智力落后学生学校范围内社会支持现状的调查

本研究通过对上海市青浦区 1 89名担任随班就读工作教师进行的《随班就读学生在学校范围内获得社会支持现状的调查》问卷调查 ,旨在探讨现有的社会支持系统是否满足有效的随班就读工作的需要 ,以帮助这些孩子回归主流社会。本研究从学校行政领导、教师以及同伴等方面来调查随班就读学生学校范围内获得社会支持的现状。问卷结果表明 ,学校行政、教师以及同伴所提供的社会支持仍旧非常有限 ,还有待进一步加强。     

Authoring Tools for Component-Based Learning Environments

We argue that a focus on building an authoring tool for a complete learning environment is misplaced. An analysis of the task of authoring a commercial educational system reveals it to be best accomplished through authoring separate components. For many of these components, authoring tools already exist and need not be duplicated for use in educational systems. Connecting the various components together is a separate authoring task, and parts of this task are different for educational systems than for typical component-based software. The second half of this article describes the Visual Translator, an authoring tool we have written specifically for this purpose.     

人本主义思想与远程学习支持服务体系构建

远程学习支持服务体系是远程教育系统最主要的两大子系统之一,远程学习支持服务体系的构建和运营是远程教育质量的重要保证。本文在阐述人本主义思想的主要观点和远程学习支持服务理论的基础上,分析了人本主义思想从明确远程学习支持服务目标、充实远程学习支持服务内容、改进远程学习支持服务方式和完善远程学习支持服务过程四个方面,对学习支持服务体系构建的价值以及对远程教育实践活动的指导意义。     

Classroom Learning Environments in Urban Elementary,Middle, and High Schools

The purpose of the present study was to investigate student gender, subject area, and grade level differences in students' perceptions of their classroom learning environment. Over 13,000 students from 96 urban elementary, middle, and high schools that served predominantly minority students completed a modified version of the Classroom Environment Scale (CES) and the Instructional Learning Environment Questionnaire (ILEQ). Female students generally reported higher scores for their perceptions of the learning environment than did male students. There were very few differences by subject area, but there were many statistically and educationally significant differences by grade level. In general, middle school classes had less favorable perceptions of their learning environment than did either elementary or high school classes.     

Creating Integrated Environments for Young Children with Special Needs

More and more frequently, infants and preschoolers with special needs are being included in classrooms with typically developing children. This article suggests ideas for teachers—practical ideas about how to cope with the challenge of inclusion, how to address the needs of the group as well as how to further the comfort and learning of each child in an integrated setting.     

Creating a Safe Frame for Learning

Abstract

This article addresses the significant responsibilities of teachers of trauma courses to conscientiously create a safe frame for learning, in consideration of the student, who is inevitably exposed to the intense emotional and conceptual challenges of trauma study. During their study, many students revisit earlier trauma or loss, perhaps unexpectedly, and in the context of academic demands for achievement. Learning can be deepened as students experience a safe context for the material, and for the recognition of the demands of trauma study and treatment. Curriculum inclusion of: the impact of trauma study on all students; recognition of additional demands on students with a history of trauma; a teaching process attending to class experience; addressing vicarious traumatization and encouraging enhancement of self-care, is included.     

面向教师的远程学习支持服务工具的设计

木文提出在远程学习系统中建立面向教师的远程学习支持服务工具集的想法,使远程学习系统同时也为教师提供远程学习支持服务工具集.本文重点介绍了远程学习系统中面向教师远程学习支持服务工具集的方案设计以及面向教师的远程学习支持服务中的关键工具--开放式个性化导学工具的设计与实现.     

Integrating Knowledge Management Systems,Electronic Performance Support Systems,and Learning Technologies

The field of training and development has been increasingly affected by knowledge management, performance support, and learning technologies, yet the impact of these disciplines has typically been disjointed and uncoordinated. Projects in each of the disciplines are often implemented systematically, but not systemically. To take full advantage of their potential to improve performance, we must develop the possible synergies that exist among them. In this paper, we aim to develop a theoretical argument for integrating electronic performance support systems (EPSS), knowledge management systems (KMS), and learning technologies as well as to create a conceptual model for the integration. This understanding will guide training and development professionals in developing more systemic performance improvement interventions. We start with an overview of KMS, EPSS, and learning technologies. We then examine the intersection of these areas and present a rationale for integrating the three technologies under the framework of Human Performance Technology (HPT). Finally, we propose a conceptual model for the integration and discuss its technical and organizational implications.     

基于计算机学习环境下的自我调节学习

自我调节学习是学习者获得成功学习的重要因素,因此如何促进和利用学习者的自我调节学习能力就成为基于计算机的学习环境设计的关键问题。欧洲电子学习网络推出的iClass项目以自我调节学习的理论与模型为指导,充分促进了自我调节学习的实现。未来基于计算机学习环境的设计可以从多个方面促进学习者的自我调节学习。     

学习环境的社会结构设计

学习科学在学习的社会维度上的强调,要求学习环境的设计超越传统技术中心的设计视界,更加关注学习的社会结构设计。文章概要描述了一个由“文化信念”、“实践”、“社会-技术-空间关系”、“与外部世界的交互”四维度组成的社会结构设计框架,并借此分析了一个智能互动白板技术环境下的课堂社会结构的设计研究案例。研究表明,学习的社会结构是影响整个学习环境设计效果的重要因素,应该引起广大教育技术研究者们的重视与关注。     

Designing Effective Learning Environments for Continuing Education

Advances in technology for distance learning present better‐than‐ever opportunities for designing learning environments that bring optimal features of the conventional classroom to distributed learners. Yet, with the advantages of reaching learners come corresponding challenges for meeting many and varied cognitive, motivational, and organizational needs. Anchoring design of distance learning instruction solidly in current research from cognitive science and motivation, as well as utilizing tested principles of instructional design theory, provides for optimal balance of strategic decision‐making and appropriate management of trade‐offs in design of effective learning environments. This paper shows how Bransford, Brown, and Cocking's (1999) four characteristics of effective learning environments can be developed for continuing education, to maximize learning, transfer of learning, and motivation. As illustration, I will focus on the process of translating traditional continuing education (CE) from lecture‐based, on‐site instruction to Web‐based instruction, a trend in many institutions of higher education.     

儿童英语学习环境的创设

以儿童为中心的英语学习环境,是促进儿童英语学习的必要条件。因此,必须从儿童的兴趣和需要出发,关注儿童英语学习共同体的创建,充分发挥信息技术的优势,创设适宜、有效的儿童英语学习环境,促进儿童的英语学习和综合素质发展。     

我国网院学习支持服务体系之现状调查

本文对具有一定代表性的17所现代远程教育试点高校的网络教育学院学习支持服务体系进行了现状调研,从组织结构、信息服务、资源服务、人员服务、实践性教学环节、作业和考试等几个方面进行了分析,进而对我国现代远程教育学习支持服务体系的建设提出了相关建议。