Assessing Learning Quality: reconciling institutional,staff and educational demands

Two major frameworks for educational decision making, including decisions on assessment, can be distinguished: quantitative, whichis adequate for construing some kinds of learning; and qualitative, which should be the appropriate framework for enabling decisions flowing from most tertiary educational aims. However, for various reasons, institutions implicitly encourage a quantitative framework for assessment‐related decision making, particularly evident in the recent emphasis on accountability and performance indicators. This is unfortunate because, through the backwash effect, quantitative modes of assessment encourage surface approaches to learning, which typically lead to low cognitive‐level outcomes that are not compatible with stated course objectives. It is argued that an institution and its educational practices comprise a system in equilibrium, and that if educational goals are to be realised, the whole system needs to be compatible with those aims.     

基于教育技术学专业相关国家级精品课程的调查研究

通过对教育技术学专业的相关国家级精品课程建设及应用情况进行调查分析,发现课程使用率低和更新慢导致精品课程可持续发展难以维系,课程建设者的资源共享意识与版权意识发生冲突等问题。针对这些问题,提出了一些建议,旨在对国家精品课程建设和应用的可持续发展提供参考。     

Pedagogy,information and communications technology and teachers' professional knowledge

In this article UK governmental policy imperatives to apply new forms of information and communications technology (ICT) to school improvement are explored, with particular reference to the National Curriculum for England and Wales. The analysis juxtaposes the piecemeal, random way in which ICT is used in National Curriculum programmes of study and schemes of work with the government rhetoric that requires coherent planning and integration of ICT within all aspects of teaching learning. The article argues that this contradiction within the policy process could be overcome if a stronger conceptualization of teachers' professional knowledge was embraced. An example of such a conceptualization is presented and this is exemplified by accounts of teachers' development of ICT within their pedagogic practice.     

论教育信息活动及其技术

在教育过程中,人们获取、加工、储存、表达和传递教育信息的活动,就是教育信息活动。教育信息活动离不开教育信息技术。教育信息技术是教育领域所运用的信息技术,也是教育媒体技术在信息时代的新发展。     

The emerging information and communications technology educational research forum

Abstract

In education, research presents a number of challenges. One of these is to ensure that educators are well placed to utilise the outcomes of research, and conversely that the profession is able to inform the research agenda. This is as true for the application of information and communications technology in education, as in any other field. At the same time, there is a growing perception that the education profession needs to become more ‘evidence based’ and draw on educational research and validated good practice. This applies to teachers in all phases of education, from the nursery school to the university, and to those who provide services to education and training and inform their strategic development. However, because teaching and learning take place in increasingly complex environments and across multiple organisations and systems, careful interpretations are required to put research into practice.     

网络技术专业人才需求及教育衔接研究

高职高专计算机网络技术专业是相对成熟的IT类专业.对石家庄网络技术人才的需求状况和学生的就业岗位进行了分析,探讨了中高职街接的几个方面：人才培养目标及专业结构布局的街接,课程体系、教材及信息技术应用的街接,教育教学过程和评价模式的衔接及院校间、教师间的多向合作.     

在时代需求中诞生 在历史机遇中发展

电大昔日之贡献 北京广播电视大学创建于1960年．是全国建立最早的电视大学之一。当时，随着电视事业在我国的发展．北京市委、市政府的有关领导敏锐地预见到了电视教育的巨大潜力。为了充分利用这种形式让更多的人接受高等教育．为正在进行大规模建设的国家培养更多的人才．在时任北京市委副书记邓拓同志和中央广播事业局局长梅益同志的共同倡议下．创办了北京电视大学，     

Equalizing educational opportunities and its problems

The Editors are glad to be able to open the third year of theInternational Review of Education with an article by Isaac Leon Kandel. They offer him. their respectful greetings and best wishes on the occasion of his 75th birthday, celebrated in 1956, and on his entry into the fourth quartercentury of his life.They admire him as one of the grand old men of Comparative Education and hope that he will continue to bring an unbroken freshness and further stimulus to education in general and especially to his favourite subject.

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Das Problem der Schaffung Gleicher Bildungs-Möglichkeiten Für Alle

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La Démocratisation de L'enseignement et Ses Problémes

     

发展网络教育适应多元化的教育需求

发展网络教育是教育适应新的经济形势和社会需求的必然趋势.网络教育几乎可以涵盖当前所有的教育层次,本文着重探讨在高等教育及继续教育层面上发展网络教育应认真思考与对待的问题.     

Mapuche political,educational and linguistic demands and public policy in Chile

Abstract

This article examines from a historical and contemporary perspective the political, educational and linguistic demands of Mapuche intellectuals and organisations and how they have been addressed by public policy in Chile. In particular, the article focuses on the Araucanía Region, part of the ancestral territory of the Mapuche people. We adopt a documentary and ethnographic approach to analyse the context, the development and the transformation of Mapuche demands in a political environment influenced and exacerbated by certain actions by both the state and indigenous organisations. The analysis focuses on education and the tensions generated under Chile’s neoliberal economic model, affecting the decisions and everyday lives of families and children, especially indigenous families, in the Araucanía Region.     

小组合作式教学模式在信息技术课堂中的应用

本文针对目前信息技术学科课堂管理和教学存在的问题,对信息技术这门新兴学科的教学模式进行探讨,提出小组合作式教学模式比较适合信息技术课堂,并尝试从合理分组,选好组长并充分发挥其在小组合作中的作用以及加强组间、组内合作。调动学生的积极性方面探讨采用小组合作式教学模式的具体措施。     

Evaluation of information technology in educational management for proactive development

Evaluation will be the key to effective and efficient implementation and use of information technology in education management. As hardware, software and the needs of users develop and change, such evaluation will need to be both proactive and dynamic in that it must continually provide information concerning how the systems need to be modified to allow the potential to be realized fully. Dynamic evaluation can then be used to inform the system design, training, support and documentation to ensure end-user acceptance of the systems and provide administration support and information relevant to enhanced decision-making processes. Findings from a preliminary study of the Hong Kong school administration and management system (SAMS) will be used to illustrate the problems that can occur without carefully planned and contextualized evaluation.     

Perspectives on continuing professional development in and through information and communications technology

This paper considers the role and development of meaningful dialogue in digitally mediated learning (DML) in UK higher education for teachers. It argues that more research is vital in the field of meaningful dialogue if we are to avoid the risk that pedagogic values in DML become increasingly driven by market forces toward ‘data vending’ without sufficient contextualisation of learning as social practice. Three data collection sources are interpreted. The first is the narrativised experiences of a DML development team transforming an MA Education award; the second is some key reflections on the experiences of MA participants on a newly transformed DML module and the third is a brief analysis of student results and evaluations. The key focus for the paper is how important and challenging it can be to nurture a dialogic academic community online that clearly supports and nurtures the professional development of teachers across the education sector. Using a methodological approach incorporating Ulrich’s notion of ‘reflective competence’, the paper considers the pitfalls of transforming face-to-face modules into DML, arguing that both staff and participant preparation for DML must be at the forefront of such transformations. The paper concludes with a consideration of the vital role in DML of pedagogies which promote emotional engagement and ‘kindness’.     

Expanding educational opportunities: Conceptualization and measurement

This paper re-examines data on inequality of opportunity for higher education in the light of the debate aroused in Sweden by the U68 report. Earlier data for four countries (U.S.A., Sweden, Spain and Germany) are used to portray diverse status profiles of students: neither level of national income nor level of university enrolment appreciably affects selectivity of attendance. Changes in rates of attendance for three status categories in Sweden from 1950 to 1970 are measured in three ways. Convergence between the status categories in rates of enrolment is demonstrated.