Submission of student assignments on compact discs: exploring the use of audio, images and video in assessment and learning in higher education

This paper explores the use of multimedia in assignments that are submitted on compact discs (CD). The storage capacity of the CD allows students to use a wide range of memory-intensive sources that could not be incorporated into conventional or web-based formats. The paper examines the sources of media available; techniques for editing and incorporating media files; the technology of the CD, and copyright. The paper also discusses assessment criteria, equal opportunity considerations and a range of pedagogical issues involved in the use of the CD for submission of assignments. Today's technology should enable students to incorporate a range of memory-intensive media into their assignments and research reports and this process may be highly beneficial to learning and assessment. Widespread use of this technology, however, is likely to depend on solutions to difficult copyright restrictions, adequate training of students and staff as well as access to suitable hardware.     

Management education and the challenge of action learning

The phenomenal growth of management education in the last two decades has been accompanied by much controversy. Critics consider that business schools tend to concentrate on theory and on quantitative analysis, while neglecting interpersonal relationships and qualitative thinking. It is often stated that management education should be experience-based, active, problem oriented and modified by feedback. The extent to which Action Learning meets these criteria is discussed in this paper. The difference between Action Learning and other types of management education is stressed.Attention is drawn to Action Learning programmes that have been conducted in Belgium, in the United Kingdom and in Australia.Various difficulties that may be encountered in introducing Action Learning to management schools are described and some strategies for overcoming these difficulties are suggested.The paper mentions problems connected with evaluating Action Learning programmes and suggests that Action Learning may be useful in management education.     

浅析教学中的多媒体与计算机多媒体

在教育教学过程中 ,最具创新意识的 ,莫过于把计算机多媒体教学引进课堂。于是 ,多媒体教学、计算机辅助教学、计算机多媒体教学、CAI课件等很多与计算机相关联的词便常见诸于刊头报尾 ,并大有“多媒体教学”即是“计算机多媒体教学”之势。然而 ,当深研细琢之后方使发觉 ,此种观点实有不妥之处。一、教学中的多媒体“多媒体”一词译自英文“Multimedia” ,而该词又是由multiple和media复合而成的。媒体 (medium)原有两重含义 ,一是指存储信息的实体 ,如磁盘、光盘、磁带、半导体存储器等 ,中文常译作媒质 ;二是指传递信息的载体 ,如数字…     

Perceptions of challenge in science learning

Prior research has indicated that decisions made by students about their learning are influenced by perceptions of various factors related to the task and classroom context. This influence seems to be mediated by the extent to which the learner perceives personal challenge in what is done. This concept of personal challenge comprises both cognitive (demand) and affective (motivation) components. In the current paper, response trends of almost 4000 secondary science students to a questionnaire structured according to factors associated with challenge are considered by school, year level and gender. These trends indicate that challenge in science diminishes as students move from Years 7 to 10, due to increasingly negative perceptions of many of these factors. Results also indicate however that, through purposeful change in teaching perspectives and practices, teachers can establish and sustain students’ sense of challenge in classroom learning.     

Hypertext fiction reading: haptics and immersion

Reading is a multi‐sensory activity, entailing perceptual, cognitive and motor interactions with whatever is being read. With digital technology, reading manifests itself as being extensively multi‐sensory – both in more explicit and more complex ways than ever before. In different ways from traditional reading technologies such as the codex, digital technology illustrates how the act of reading is intimately connected with and intricately dependent on the fact that we are both body and mind – a fact carrying important implications for even such an apparently intellectual activity as reading, whether recreational, educational or occupational. This article addresses some important and hitherto neglected issues concerning digital reading, with special emphasis on the vital role of our bodies, and in particular our fingers and hands, for the immersive fiction reading experience.     

Cognitive style, gender and learning from multi-media materials in 11-year-old children

Eighty 11-year-old pupils (40 males and 40 females) from an urban primary school were assessed for cognitive style by means of the Cognitive Styles Analysis which indicated their positions on each of the two style dimensions, the Wholist-Analytic and the Verbal-Imagery. They then studied parts of three CD-ROM multi-media packages on science topics and after each, completed a multiple choice recall test. An indication of their performance on traditionally taught science was taken to be the performance on science SATs at 11 years. A comparison between multi-media and traditional work indicated that, (a) in terms of overall science performance (traditional and multi-media), Wholist-Imagers and Analytic-Verbalisers were superior to Wholist-Verbalisers and Analytic-Imagers, and (b) Analytics did better on traditional work than multi-media, with the reverse for the Wholists. With the multi-media materials there were three modes of presentation—picture and sound (PS), picture and text (PT), and picture, text and sound (PTS). Female Wholist-Imagers and Analytic-Verbalisers were better with PS than PT, with the reverse for Wholist-Verbalisers and Analytic-Imagers, while the opposite applied for males. For all style and gender groups performance was best with PTS. The findings are discussed in terms of their practical implications and further research.     

对开放英语1多媒体学习系统应用效果的研究

本文着重探讨在使用开放英语1多媒体学习系统实验中学习者对该学习系统的评价与反馈.该学习系统强调学习者的学习过程,为强化学习者的学习过程和提高形成性考核的比率提供了保障.通过对比采用该学习系统的实验班与未采用该学习系统的传统教学班的学生成绩,得出结论该学习系统对提高学习者的英语综合应用能力作用很大,有利于激发学习者学习英语的兴趣,有助于提高学习者的自主学习能力.     

Hypertext and Instructional Design: Some Preliminary Guidelines

Hypertext is a nonlinear way of presenting content consisting of nodes and links that a person can access using a variety of search and browsing strategies. In this article, we focus on the use of hypertext as an instructional tool. We compare hypertext instruction with traditional instructional formats. We offer some initial guidelines relating to guidance and control, development and implementation, multiuser management, user interface, and content representation. The paper concludes with a discussion of limitations of learner control as an instructional strategy, and the need for careful instructional design of hypertext instructional programs.     

Compulsory language studies for university degrees: the challenge of decontextualization in language learning

The present paper discusses the decontextualization of learning in a case of compulsory Swedish language studies for university degrees. In this case learning Swedish is mostly disconnected, not only from the everyday lives of the students in a way typical of formal learning in general, but also from the study activities and contexts that students engage in for their major subject. Learning has been transferred to a specific context, the University Language Centre Swedish courses, where the main purpose is to learn Swedish for possible future needs. The study explored the correspondence between Finnish speaking students' own learning goals and the formal objectives set for these compulsory studies (i.e. learning Swedish for educational and occupational purposes). The sample consisted of 10 student groups from different subject majors. The results suggest that all students do not necessarily share the prescribed formal objectives. First of all, students expressed goals which contradicted the formal objectives, namely learning only discrete words or grammar rules. In addition, only four of the 10 groups mentioned learning goals related to their present studies (educational domain) and only five groups discussed learning goals from the point of view of their future professions (occupational domain). The paper discusses ways to overcome the problems of decontextualization in compulsory language studies for university degrees.     

The benefits of a challenge: student motivation and flow experience in tablet-PC-game-based learning

Advances in technology have led to continuous innovation in teaching and learning methods. For instance, the use of tablet PCs (TPCs) in classroom instruction has been shown to be effective in attracting and motivating students' interest and increasing their desire to participate in learning activities. In this paper, we used a TPCs game – an iPad app called Motion Math: Hungry Fish – to help young students learn to theoretically understand and practically implement the mathematical concepts of addition and subtraction. Based on findings from a pilot study, we categorized the game's 18 levels of difficulty into “challenging” (experimental group) and “matching” (control group) games. We aimed to investigate whether challenging games were more able than matching games to improve the students' motivation, flow experience, self-efficacy for technology, self-efficacy for science, feelings about the TPC game, and satisfaction with the learning approach. The findings showed that the students in the experimental group achieved better flow experience, learning performance, and satisfaction.     

口译中的超文本成分探析

近年来,超文本的概念被越来越多研究者应用于翻译研究之中,关注点从文学作品拓宽到非文学作品,超文本所涵盖的成分也拓展到政治、文化、意识形态等范围。文章将简要回顾简奈特的超文本理论及其研究方法,根据其建立的研究超文本因素的模式,探析口译中蕴含的超文本成分及其对口译的影响。     

Hypertext computer study guides and the social studies achievement of students with learning disabilities, remedial students, and regular education students

Hypertext is a relatively new term for today's teachers, who work hard to stay abreast of the quickly changing field of computer technology in education. Hypertext as an educational tool is very different from traditional computer-assisted instructional software, offering the reader immediate access through its computer format to supplemental information. Two related studies were conducted to design and field-test hypertext computer study guides. In Study 1, 40 students (10 with learning disabilities, 15 remedial, and 15 regular education) worked in three different treatment groups (lecture, lecture/computer study guide, and computer study guide). Study 2 involved the five lowest achieving students (two with learning disabilities and three remedial) from Study 1 in an A-B-A design. Results indicated that (a) the computer study guide treatment was as effective as lecture, (b) the lecture/computer study guide treatment was as effective as lecture, (c) posttest scores were higher for the computer study guide group, and (d) retention test scores were higher for the computer study guide group.     

多媒体机房的改造

一、改造前的多媒体网络 学院的多媒体机房始建于1999年4月,当时在筹建时由于考虑经费原因,整个多媒体机房采用了如下的计算机配置和网络解决方案。 整个多媒体教学网络由一台服务器、一台教师机和六十台学生机构成。其中服务器和教师机采用了当时的主流配置:同方超强服务器（PⅡ350/64M/4.3G/1.44M/24X/LAN）,同方3564P（PⅡ400/64M/6.4G/1.44M/24X/SB）;而学生机采用了廉价的同方英才无盘工作站（CYRIXM Ⅱ233/16M）。     

The Effects of Visible Link-Types on Learning in the Hypertext Environment:

No abstract available for this article.     

多媒体与英语教学方法改革的探索

利用先进的多媒体教学,可以培养、提高学生的自主学习能力,是改革课堂教学的有效手段,具有传统教学无法比拟的优越性。     

论桥梁工程课程的多媒体教学

随着计算机技术的快速发展,学校硬件的改善,教学手段越来越多样,尤其是多媒体教学得到越来越广泛的应用。作者结合自己多年教授桥梁工程课程的经验,探讨了如何充分利用多媒体资源进行教学。     

Measures for inclusion: coping with the challenge of visual impairment and blindness in university undergraduate level language learning

This paper develops from previous research ( Orsini‐Jones et al., 2005 ) and reports on the experience of three students, two visually impaired and one blind, reading languages at Coventry University, on the adjustments made to meet their needs and on the challenges encountered on their learning journey both from their point of view and from the point of view of the staff involved. It focuses on three students' experience of their languages course and considers the challenges they met in each of their years of study. It concludes by evaluating these students' language learning journey at Coventry University, reporting on their feedback on their experience and on whether or not they feel that staff have successfully catered for their individual needs. It is argued here, as in the previous related work ( Orsini‐Jones, et al., 2005 ) that ‘there still exists some tension between the reasonable anticipatory adjustments that lecturers can put in place and the necessary ad hoc ones that will be needed for a disabled student with very specific needs’.