An Analysis of the Competencies Needed by Trainers to Use Computer-Based Technologies and Distance Learning Systems

The purpose of this study was to describe computer-based technologies and distance learning systems currently used in employee training and to determine which technologies will be used in future training processes. The competencies needed by trainers to use the various types of technologies were also examined, including preferred sources of competency development. Barriers trainers face when implementing new technologies were also determined. A questionnaire was developed and used to collect the data from 381 ISPI members. The results indicate that organizations are using a wide range of technologies in training, and that the major types of technologies will not change significantly in the next three years. However, there are several newer, more sophisticated technologies that will be used with greater frequency in the future. The respondents indicated that it was more important for trainers to be able to use or assist trainees in the use of a system than to be able to develop new systems or programs. Vendor training and self-study methods were identified as the two most common resources for developing competencies in instructional technology.     

色谱联用技术在方剂现代研究中的应用现状

综述了色谱联用技术的发展概况,探讨了色谱联用技术在方剂的成分分析、指纹图谱、药物代谢及配伍规律研究中的应用,分析了色谱联用技术在方剂现代研究中的存在问题及对策;同时指出,随着色谱联用技术的不断发展,各种新型色谱技术在方剂的现代研究中将有更大的发展空间。     

High-tech instructional development: It's the thought that counts

Predictions that technology will soon bring about a revolution in teaching are now common. Some see this occurring as an inevitable result of the information storage and processing capabilities that new technologies possess; others believe that changes in values and technology application strategies will be more significant factors. This article argues that technologies affect education greatly by shaping attitudes about the nature of teaching and learning, and presents a simple model to illustrate this process. Also, it suggests that, to be effective advocates of the new technology, instructional developers must address the ideological dimensions of learning system design and make deliberate decisions regarding the educational values these designs are to embody.     

当技术遇到教育——教育与技术的互动方式解析

当技术遇到教育,它们以怎样的方式互动?教育技术的演化机制又是以怎样的方式运行?文章借用让.皮亚杰研究发生认知论的方法,试图解释教育与技术相互作用的方式以及教育技术的演化机制,提出教育技术是主体的教育与客体的技术通过同化和调节过程,不断地从一个较初级的教育技术的格局转化为一个较复杂的格局。它的演化机制是通过"教育技术化"与"技术教育化"两个关键路径实现的。通过研究可以得出这样的启示:技术应用于教育必须充分考虑到教育的复杂性,游离于教育系统之外,无论多么先进的技术都无法发挥其应有的功效;同时教育作为发展主体应特别注意把握好在教育与技术互动过程中"调节"时机的浮现,勇于创新与变革教育系统,以适应新技术带来的机遇和挑战。     

沉浸式增强现实与高等教育的融合探索

在工业4.0的未来,数字化越来越日常化,技术将是互动、学习和获取知识的重要组成部分。教育和职业、生活等各个领域将会迎来新的要求和新的挑战,那么我们的高等教育也将应与之相适应。增强现实(AR)技术是人们好奇的新技术之一,AR在未来将为教育提供重要的贡献。文章从增强现实的概念、软硬件应用程序、现有教育中的应用来分析增强现实在高等教育中的融合应用。     

现代物流信息技术实验室建设探究

随着后信息时代物联网技术的发展,许多新型信息技术不断应用于现代物流领域。为了适应这一发展,以室内定位服务为切入点,运用无线通信技术组网,整合已有物流工程实验室资源,立足教学,兼顾科研的现代物流信息技术实验室建设为现代物流提供了新的教学科研平台。实验室整合了超高频RFID技术、ZigBee无线传感器技术、GPS/GIS技术、Wi-Fi/3G无线网络技术、超宽带UWB技术,以及PDA手持终端等嵌入式技术,在物流工程实验室基础上建设现代物流信息技术实验室,为物流实验教学、开放实验教学,以及学生创新科研提供必要条件。     

BIM技术在高校虚拟仿真实验教学中的应用

将BIM(Building Information Modeling)技术应用在虚拟仿真实验中是高校教学的一种创新形式。通过汇总分析现有的基于BIM技术的高校虚拟仿真实验教学项目,并将BIM技术与其他绘图或建模技术进行对比,探讨了BIM技术在高校虚拟仿真实验教学中的优势和应用前景,得出BIM技术具有多方面的优势,更加适用于建筑工程相关专业的虚拟仿真实验教学。基于BIM技术的虚拟仿真实验将逐步融入课程体系,结合多种新技术打造沉浸式的教学场景,并在教学中体现多维度信息。     

Curriculum Development and New Information Technology

ABSTRACT

Many reports of achievements in developments in new information technology in schools lament the, as yet, unfulfilled hopes that they will radically change education. Those involved in new information technology sometimes seem to imagine that the problems of change that they face are somehow unique and have not been faced by others who have set out to change the curriculum.[l] I shall argue that the view of curriculum change employed by many policy makers and by some of those charged with implementing policy is inadequate.[2] While some acknowledge the need to change attitudes and practices in schools, national programmes have often failed even to include teacher training elements, and few have addressed the school as a focus of change, although the classroom has been addressed. My argument is that a better awareness of the common issues of curriculum change may make individual changes such as envisaged by the advocates of new information technology more effective, or at least less painful! Further I urge for a focus on the school, rather than individual classrooms, for both support and research efforts.

In a previous paper I traced the development of technology education in general (McCormick, 1991), this being a curriculum area that has some overlap with information technology. There are parallels to be drawn with this case of development, indeed there is direct overlap, and I will seek to illustrate this. In arguing for a more sophisticated view of curriculum change I will not be suggesting easy policy or programme changes, nor seeking to explain the lack of impact of new information technology, rather I hope to encourage (as I said above) an emphasis on the school and new directions for research. To facilitate my argument I start with a consideration of curriculum change in general, as it relates to national education systems, then consider the case of curriculum change in technology education, and then give an overview of development strategies in the new information technologies.[3] I then apply the evidence from these three sections to the fourth when I deal with curriculum change in the new information technologies, and end the paper by considering the implications for curriculum development in the new information technologies.     

论网络信息时代的大学学习创新

在21世纪,各种信息通信技术特别是互联网技术对大学的教育模式正在产生越来越大的影响,并且对大学生的自主创新能力和大学人才培养质量提出了更高的要求。本文从大学学习观念和学习方式创新两个层面系统研究了网络信息时代的大学学习创新,从网络信息时代的大学学习创新体系的角度阐述分析了适应网络信息时代特点的大学学习观念、学习方式创新的内涵、特点与面临的问题。     

Datafication,testing events and the outside of thought

Education is undergoing various transformations due to new data-driven educational technologies and the management of educational data through data infrastructures. These technologies are frequently promoted to parents and the profession as being ‘revolutionary’ because they represent a new generation of learning. While computer adaptive tests may arguably improve various efficiencies, the argument that they will revolutionise education requires evaluation. In this paper we draw on the philosophy of Gilles Deleuze and Felix Guattari to theorise (a) the desire for data amongst policymakers and (b) the effects of data infrastructures as systems that coordinate educational thought. We argue that, rather than revolutionising learning as promised, datafication in computer-based modes merely offers more intense expressions of longstanding possibilities for learning. We describe three types of events—breaks, cracks and ruptures—and argue that data-events translate cracks (imperceptible changes that constitute learning) into breaks (information), but either cannot generate rupture (difference) or represent rupture as error. However, the intensification of learning through datafication may, we suggest, rupture educational thought more broadly.     

A new direction?

Digital literacy is now defined as a key area of competence in the new national curriculum for schools in Norway. For policy makers the terms ‘information society’ and ‘knowledge society’ has been used to argue for implementing new technologies in education, and for improving learning. These views have been highly problematic, partly because they do not take into consideration how new technologies are used by young people, or how schools work as social practices. This article will focus on how we conceptualize a student perspective in schools related to the use of digital technologies. Combining an increased focus on digital literacy in school curricula with an increased focus on student participation challenges our conception of the school-aged learner. In discussing these issues I will draw on results from a number of school-based ICT projects that I have been involved in since 1998.     

Challenges for adult skill formation in the globalising learning economy – a European perspective

The globalising learning economy driven by more intense competition and the wide use of information and communication technologies is characterised by rapid change in technologies and markets. At the level of labour markets and within enterprises, this is reflected in continuous change in skill requirements for employees. This is true for all parts of the world economy. In this paper, the focus is on Europe and developments in the first decade of the new millennium. The major challenge for Europe is to counter the inherent trend, reinforced by the crisis, towards unequal access to learning both in work and in education. Without a new new deal that gives privileged access to vocational education and training for those with little education, the economic performance of Europe will be undermined. Such a new new deal must be a fundamental element in the effort to lift Europe out of its current crisis.     

丹尼尔论远程教育基础(下)

该文考查了远程教育的基础,它的发展历史和它赖以发展进化的技术。历史上有两种传统的远程教育:远程课堂教学和函授教学。它们具有不同的教育学特征和成本结构。然而,新一代技术即知识媒体,作为计算机技术、电子通信技术和认知科学汇同结合的产物,正在将远程教育的两大传统结合在一起。知识媒体将通过进一步发展远程教育对大学的革新作出重大贡献。     

Towards designing cognitively-enriched project-oriented courses within a blended problem-based learning context

Traditional education seems to gradually and moderately make way for self-directed and student-centred learning strategies that will efficiently enable students to reach their full potentials and will sufficiently prepare them for their upcoming professional careers. Problem-Based Learning (PBL) is such a strategy, since it enables active participation by shifting the focus from the delivery of knowledge to its creation by the students, in their endeavour to implement problem-based projects. PBL is more commonly used in project-oriented courses, where students have to not only build but also apply new knowledge in real world contexts and therefore familiarize themselves with work conditions. Online technologies, such as cognitive tools, are able to harmonize this shift by visualizing some of the more demanding steps of PBL as well as facilitating collaboration and knowledge building. The aim of this paper is to investigate the incorporation of cognitive technologies in project-oriented courses, using a Blended PBL strategy. To this end, we implement our findings in a Project Management postgraduate course. Based on the gathered results, we propose a framework that can guide the design of project-oriented courses and we argue that its adaptation can exploit the identified strengths and avoid the weaknesses and lead to successful and immersive learning processes.     

Study on Multimedia CAI Authoring Systems

Abstract

Starting with a look back at most of our school days, this article considers the possible demise of the textbook as new technologies are introduced, but is by no means sure that this will come about. Certain conditions are needed if new technologies are to take their place alongside textbooks in the eyes of teachers.     

Technology: Education and Training Needs of Older Adults

The impact of the global aging of the population on social, economic, political, and health care institutions is unequaled. Parallel to this, evolving developments in technology promise opportunities for sales and product development to support positive aging. Older adults are excited to utilize technologies that they perceive as practical. However, age, education, technical knowledge, and technological anxiety affect interest in new technologies, creating a technology divide. Providing more accessible and relevant technologies for today's older adults may make the technology more universally accessible. This article reports the results of a survey on technology and education among a sample of 77 adults between the ages of 52 and 92 who attended a week-long lifelong-learning event at Indiana University. Familiarity with technology, age, education, and gender were found to be correlated with familiarity with new technologies as well as operating and shopping for new electronic devices.     

L'lnformation au Coeur des Formations d'Ingenieur

The technological revolution and the accelerated changes that me observe in the world imply the acquisition of new knowledge, of new know-how and, therefore a new approach to education. Education must take up this challenge and engineering schools are the first to become involved, because they bear the responsibility of the formation of future managers and engineers. The volume of information, its increasing influence, the diversity of modern technologies used in its elaboration and in improvement of its circulation heighten the importance that information shall have in the formation of every scientist in the future. Education provided in this field is now generally limited to training in the use of information retrieval technologies. In order to allow the mastering of available resources by students, a more global approach to information as an integral part of the working methods acquired in specialty courses is required. This integration is one of the main characteristics of a concerted action, backed by French authorities since 1980, in order to develop information in French Grandes Ecoles education. This experiment leads us to observe the advantages offered by teaching the mastering of information. For students already accustomed to microcomputers and new communication technologies, modem methods of information retrieval are an efficient support in creating awareness of the capital importance that information and communication will play in their future activity.     

Prospects for European research and development in training & education*

This paper outlines the prospects for research and development in the education and training fields offered by the European Communities. The position of the EC is explained in relation to the existing and forthcoming Framework Programmes of research and development. The 1987–91 Framework Programme has committed most of its funding to existing programmes. Only one, DELTA directly concerns R&D in the education and training technologies. This commenced in 1989 with only 20 million ECU and ends in Spring 1991. In the new Framework Programme, DELTA is expected to continue with funding of between 40 and 60 million ECU though this remains undecided at present. The earliest date for a new DELTA call for proposals in Spring 1991, meaning that work on the new four year programme will not commence until late autumn 1991 at the earliest. There will therefore be a considerable gap between the two. An outline of the likely structure and contents of a new DELTA programme is given, characterised by better liaison with other programmes and a more rational approach to the development of the advanced learning technologies. Other, non‐Framework Programmes concerned with aspects of education and training such as COMETT, LINGUA, EUROTECNET and TEMPUS are placed in context with this. The paper concludes with general advice and explanation of EC procedures for application, evaluation and approval of proposals for Framework R&D Proposals.     

A Delphi investigation into future trends in e-learning in Israel

The purpose of this study is to investigate the views and opinions of e-learning experts regarding future trends in the e-learning arena. The Delphi technique was chosen as a method of study. This technique is an efficient and effective group communication process designed to systematically elicit judgments from experts in their selected area of expertise. The 35 experts who participated in this study were asked to rate 16 statements according to what they think will probably happen (probability) and what they would like to see happen (desirability). Findings show that participants believe that the use of new technologies will change current educational theories and methodologies and will have impact on instructor skills, effort, feedback, and interaction as well as on the process of learning assessment. Concerning the future of e-learning, participants view a future tendency toward the provision of full online degrees, yet they are skeptical, stating that the e-learning setting will not completely replace the frontal educational setting. Regarding the impact of social and mobile technologies on e-learning, experts seem to view the role of social and mobile technologies as facilitators in the transfer and sharing of information in e-learning settings.     

金融科技概念辨析、发展历程梳理及前景展望

运用比较分析、抽象概括的方法,深入辨析金融科技、科技金融和互联网金融等相关概念的异同及与实体经济的关系,在此基础上以主要支撑技术及其典型应用为划分依据分析金融科技的发展历程,得出的结论是:金融科技先后经历了电子化金融、互联网金融和场景化金融等发展阶段,金融与科技的融合逐渐加深。随着人工智能、5G、区块链等前沿技术的应用和监管的完善,金融科技产业将迎来新一轮重大发展机遇,金融科技创新在促进实体经济高质量发展方面有望发挥更大的作用。