标杆管理在高校中的运用

作为一种管理方法，标杆管理在国外各个领域都广泛地应用。正确认识把握标杆管理的内涵。并结合我国高等学校的实际情况，形成一套学习、赶超先进组织的一系列规范化程序，标杆管理就能大幅度提升高校的竞争力。     

Benchmarking the Degree of Implementation of Learner-Centered Approaches

We describe an objective way to measure whether curricula, educational programs, and institutions are learner-centered. This technique for benchmarking learner-centeredness uses rubrics to measure courses on 29 components within Weimer’s five dimensions. We converted the scores on the rubrics to four-point indices and constructed histograms that indicate how learner-centered courses are and which specific learner-centered components are used. We applied this benchmarking technique to a curriculum sample to illustrate how the data can be used and interpreted. These analyses form a snapshot of teaching that can be used in accreditation self-studies and for faculty development.     

Benchmarking Academic Standards in the UK

The Dearing Report in the UK supported the use of benchmarking in higher education, taking as its stimulus the use of benchmarking in industrial and commercial contexts. The UK Government's concern regarding academic standards has raised the question of whether benchmarking could be applied to them.This article reports on a pilot study of the benchmarking of academic standards in the UK, and demonstrates -- with reference to empirical data -- that benchmarking in this context needs to be approached differently from benchmarking in industrial/commercial milieux, since it requires a combination of finely-drawn comparisons and professional judgements if valid conclusions are to be drawn. It is argued that the complexity which underpins academic standards is inimical to the production of statements about standards that will be applicable across the span of a diverse national system of higher education. The argument presented can be applied, mutatis mutandis, to systems of higher education beyond the UK.     

Benchmarking academic standards in the UK

Abstract

The Dealing Report in the UK supported the use of benchmarking in higher education, taking as its stimulus the use of benchmarking in industrial and commercial contexts. The UK Government's concern regarding academic standards has raised the question of whether benchmarking could be applied to them.

This article reports on a pilot study of the benchmarking of academic standards in the UK, and demonstrates ‐ with reference to empirical data ‐ that benchmarking in this context needs to be approached differently from benchmarking in industrial/commercial milieux, since it requires a combination of finely‐drawn comparisons and professional judgements if valid conclusions are to be drawn. It is argued that the complexity which underpins academic standards is inimical to the production of statements about standards that will be applicable across the span of a diverse national system of higher education. The argument presented can be applied, mutatis mutandis, to systems of higher education beyond the UK.     

ICT与教学

本文阐述了信息交流技术（ICT）给教学带来的种种好处,同时也介绍了别的国家在ICT的应用过程中所遇到的问题及其对策。最后以ICT在大学英语教学中的成功应用为例证明了ICT有助于提高英语教学质量。     

高等教育标杆管理的研究现状与发展趋势

标杆管理是20世纪90年代以来重要的管理工具之一.高等教育标杆管理经过十几年的发展,也已成为发达国家院校研究中较为普遍使用的一种定量分析方法.本文较为全面地介绍了英、美、澳大利亚以及欧洲大陆高等教育标杆管理研究机构的研究工作和成效,讨论了高等教育标杆管理的起源、问题和趋势,对我国相关研究会有一定的启示.     

Learning to teach with technology: authoring practised identities

Over the years there has been a strong urge to incorporate information and communications technology (ICT) in teaching practices; however, the pace of integration has been characterised as disappointing. Teachers’ lack of competence, their resistance and lack of availability and stability of computers and infrastructure have been offered as explanations. The paper advocates sociocultural theory as a fruitful approach in the research on developing teaching practices with ICT. Empirical evidence from the discourses of student teachers and mentors during internship is used to illustrate how practised identities for teaching with ICTs emerge in action through processes of positioning and authoring. An enhanced understanding of the situated interplay of personal and institutional horizons for meaning making could be crucial for the development of programmes for learning to teach with ICT.     

标杆管理:提高行政效率的过程

在当代中国各级行政机关中,行政效率低下这个问题在不同程度上普遍存在.本文试图通过分析效率低下的原因,相应提出在行政部门引进标杆管理的对策,分析标杆管理的涵义及其实践意义,并就在实行标杆管理时应该注意的一系列问题提出了一些看法,以期使行政效率得以提高.     

Teacher Candidates’ Perceived Learning in an International Exchange Program: An ICT Course Example

ABSTRACT

This article reports the perceived learning of a group of Chinese teacher candidates who audited an ICT (Information and Communication Technologies) literacy course while participating in an exchange programme between Southwest University in China and the University of Windsor in Canada. Data were collected through 1) reflective notes written by visiting students and 2) semi-structured interviews conducted with them towards the end of their visit. The majority of participants stated that the learning experience helped them to realise the important role theory plays in the learning of ICT and to seek ideas of how to creatively integrate ICT in their future classrooms. Participants with limited ICT knowledge and skills reported that by being exposed to various functions of frequently used programmes and many free software programmes, they felt more confident in using ICT in their own teaching. Furthermore, those with strong ICT backgrounds found that the course helped them to understand the relationship among ICT, society, and pedagogy. The teacher candidates’ perceived learning included aspects of culture and pedagogy in addition to ICT knowledge and skills. Coming to know in ways like this is critically important to international partnerships and foundational to reciprocal learning where each learns from the other.     

Pedagogical Reasoning: Issues and Solutions for the Teaching and Learning of ICT in Secondary Schools

Confusion has developed over the role of ICT in schools as a result of conflicting messages from government-led initiatives and changes in the technology. Amidst the ongoing debate about the purpose and rational for ICT in schools a subject has evolved called ICT (Information and Communications Technology), IT or Informatics. Whilst the nature and content of the subject has been fairly clearly defined with significant agreement between specifications from a range of countries, the pedagogy is still unclear. The analysis that I present here of the pedagogical reasoning process as it applies to ICT teachers who are implementing the ICT curriculum in England reveals the basis of the difficulties in teaching ICT and leads to the identification of issues for the development and integration of theories and practices for learning and teaching ICT. These issues are discussed in relation to developments in pedagogy in other curriculum areas, notably science, and an agenda for developing a pedagogy for ICT is proposed.     

基于“学习设计”开发支持过程与活动的ICT教育应用模式

学习设计是教育技术领域最近最有意义的发展之一。它关注E-learning中的学习过程和活动,旨在描述各种各样的教学方法及过程,并能适应教学方法的不断更新。学习设计与教学设计存在着联系和区别,它通过教学设计进入教育实践应用中,为教师表达教学思想提供一个过程框架。它也可以帮助我们更好地理解信息技术在传统学校教育中的应用,为设计和开发支持过程与活动的ICT教育应用模式提供有效的途径。     

Adult-Centered Practices: Benchmarking Study in Higher Education

Adult student enrollment in higher education is approaching 50%, yet most college and university practices have been designed for younger, traditional age students. This study used an innovative benchmarking research methodology, including surveys and site visits, to identify best practices at selected adult-centered institutions. The findings were distilled into one overarching theme and thirteen related themes. The overarching theme, Adult learner centered institutions have a culture in which flexibility, individuation, and adult-centered learning drive institutional practice reflects the pervasive student-centeredness of the colleges. The thirteen findings and examples of practices from the colleges that were studied can serve as guideposts to colleges and universities seeking to meet the needs of adult students.     

Learning at home with information and communication technologies

Digitisation and the convergence of computing and telecommunications have led to a range of information and communication technologies (ICT) that have the potential to transform education. ICT are being used by teachers and learners in conventional universities and colleges as well as in tertiary institutions that serve the needs of distance learners, be they home‐based or in some other off‐campus location. They can enable distance learners to receive and interact with educational materials and resources and to engage with teachers and peers in ways that previously may have been impossible. However, the domestic contexts within which home‐based learners undertake their studies are complex and highly varied and these circumstances impact upon the educational process (Kirkwood 1995).

There is a need to examine not only the nature of the relationships between learners and the technologies, but also the social relationships within the domestic setting. It is important for course designers and developers to consider issues of access to ICT ‐ both quantitative and qualitative ‐ in the homes of their target student audience in order to develop a better understanding of their learners. Significant disparities in access exist, both within and between countries, and these can exacerbate existing educational advantages and inequities. Greater awareness of the diverse environments within which home‐based learning takes place should help inform the planning and design of courses and materials that are appropriate for such varied contexts.     

Comparison of Traditional Instruction on Reflection and Rotation in a Nepalese High School with an ICT-Rich,Student-Centered,Investigative Approach

A teacher-centered, examination-driven instructional approach emphasizing knowledge of facts and standard methods through drill-and-practice without use of Information and Communications Technology (ICT) is still dominant in Nepalese high schools. In this article, we present a classroom study in which the traditional instructional approach has been replaced by an ICT-rich, student-centered, investigative approach in the context of teaching and learning basic concepts of reflection and rotation. Here, ICT refers to dynamic geometry software. Through a pretest-posttest control and experimental group research design, we compared the effects of both approaches on students’ understanding. A test was designed and used for investigating students’ alternative conceptions of reflection and rotation. The results showed that the experimental group outperformed the control group and there were indications of a lasting effect. Qualitative analysis indicated that all distinctive aspects of the experimental approach had positive effects on the students’ performance and learning experience. This study can also be considered as an evidence-based example of how one can, with limited ICT facilities, still achieve improvements in teaching and learning at a public high school in a developing country.     

简论分布式学习

随着ICT的迅速发展、教育教学应用,以及人们对社会建构主义、分布认知等学习理论认识的不断深化,一种新的教学模式——分布式学习逐渐纳入远程教育学者的研究视野。本文系统地对分布式学习的内涵、构成要素以及与远程教育的区别等一系列问题进行了深入的分析和讨论,并指出:从表面上看,远程教育与分布式学习都允许学习者在相互分散的物理位置上进行学习,似乎是一个概念的两种表述,实际上二者之间是有区别的,并不能相互代替。     

公共部门标杆管理的实践障碍及路径选择

起源于20世纪70年代末80年代初的标杆管理,首先在企业中流行起来,是一种面向实践、面向过程以方法为主的管理方式,是一个甄别和引进最佳实践的过程。因此,将标杆管理的理念和方法引入公共部门是非常有意义的,同时,实践证明,标杆管理是公共部门绩效改进的有效手段。然而,公共部门引入标杆管理还是遇到了许多困难,对此,应不断探索并找出其解决办法。     

欧美高等教育基准法评介

基准法是一个持续的、系统的组织间进行比较研究和评价的方法.它的目标是找出最佳实践并把它运用到本组织中,以不断改善自身.在企业管理的应用取得成功后,基准法于20世纪90年代中期引入高等教育管理和教学领域.本文探讨了基准法的涵义、分类和步骤,介绍了基准法在欧美高等教育领域的实践和发展,并进一步分析了基准法的潜在价值,及其引入我国高等教育领域的积极意义.     

Benchmarking oral reading fluency in the early grades in Nguni languages

To prevent children from falling behind in the developmental sequence of reading, a shared vision of what reading success looks like is required. This paper provides the first benchmarks for early grade oral reading fluency that are necessary (albeit not sufficient) to read for meaning in three Nguni languages – isiZulu, isiXhosa and Siswati - belonging to the Southern Bantu family of African languages. In contrast with previous benchmarking methodologies, our approach is informed by a non-parametric analysis of longitudinal early grade reading assessment (EGRA) data, guided by reading development theory. The EGRA-type data used for this analysis is the largest compilation of data on early grade fluency in these languages, with comparative assessments for nearly 14,200 children. Analysing empirical regularities and reading trajectories, we identify a lower fluency threshold of 20 correct words per minute (cwpm) and an upper fluency benchmark of 35 cwpm for the early grades. These benchmarks contribute to guiding curriculum policy, provide specificity to improve tracking of literacy progress and address gaps in the literature on reading in African languages.     

联结学习设计与学习分析:教师技术创新教学的突破口——访西班牙巴利亚多利德大学雅尼斯·迪米特里亚迪斯教授

雅尼斯·迪米特里亚迪斯(Yannis Dimitriadis)教授任职西班牙巴利亚多利德大学远程信息技术工程系,兼任信息通讯技术与教学研究中心GSIC/EMIC研究团队负责人,主持和参与了五十多项国际国内科研项目,在教育技术顶级期刊发表了八十多篇学术论文,组织了多次学习科学高端国际学术专题研讨会和工作坊。研究方向包括学习设计、计算机支持协作学习、学习分析等。本次访谈着重于介绍学习设计的核心思想,即无论外部学习技术如何变化,“教学法为王”的原则在教育教学情境中的主导地位不能变。因此,人工智能时代的学习技术仍需为创新教学服务。从教师角度看,联结学习设计与学习分析为教师技术创新教学提供了突破口。一方面,学习设计为学习分析提供理论引导,便于教师精准知晓学习者在不同学习活动中的学习情况,另一方面,学习分析为优化学习设计提供基于数据驱动的方法指导,便于教师靶向式更新学习活动设计。践行学习设计与学习分析双向互动的发展路径,需要建立研究者与教师合作设计机制,引导教师参与学习设计;推进隐性设计知识在学习设计中的应用;关注教师探究学习者学习过程。本次访谈对新时代背景下信息技术与教学应用的深度融合提供了新的理念和方法指导。