Student centered teaching in engineering design

This paper reviews experience with teaching procedures introduced into an engineering design course to promote professionalism in undergraduates. One procedure used is a prize award for performance in project work and the other procedure is a Socratic style of teaching in the classroom. Both procedures intend to shift responsibility for learning away from the teacher towards the student. Student performance is measured by project results, examination results and by design studies. It is found that the use of design studies, a type of student centered examination procedure, has the most profound effect on performance in this complex subject.     

包装设计中影响审美的因素

包装设计除具有实用功能外,还要满足人们的审美需求。对包装设计中影响审美的因素,从造型、色彩、图形与文字、材料、时间性、时代性、地域性、民族性、年龄性、层次性及同类产品比较等几个方面进行了分析。     

一种智能工业电子秤的设计

通过对使用环境的考察,设计了一种双层CPU控制的智能工业电子秤.分析了该秤的硬件控制电路和软件的设计情况,采用串行通讯实现了双CPU之间的数据交换.     

Engineering design projects as a reflection promoter

This article describes examples of reflection documented in a longitudinal research comprising two studies: a three-year three-stage study on technology project-based learning (TPBL) and a three-year two-stage study on engineering thinking (ET). Both studies used qualitative tools such as interviews, active observations, and document analysis. Reflections expressed by 10th grade pupils from eight high schools and 14 post-secondary school students who participated in the TPBL study as well as the reflection findings of experts and undergraduates from the ET study were used. The data analysis indicates that reflection is not generated on its own; it must be fostered. Reflection takes one of three forms: as a reaction to an irregularity or error made when working on the system design; conducted in groups that is inherent to the design process in industry; and from intuition that something may not be quite right, even though preliminary results seem to be correct.     

Multilevel design of school effectiveness studies in sub-Saharan Africa

School-based improvement programs represent a core strategy in improving education because they can leverage pre-existing social and organizational structures to promote coordinated and comprehensive change across multiple facets of schooling. School-based programs are generally designed to be implemented by intact schools/districts, frequently making it infeasible or atheoretical to assign students within the same school to different conditions while ensuring study validity. Rather, studies frequently assign intact schools/districts to treatment conditions to accommodate the multilevel structure of schooling and the theory of action underlying many school-based programs. In planning such studies, effective and efficient design requires plausible values of the variance partition coefficients and the variance explained by covariates during the design stage. Using representative samples of each country, we develop empirical estimates of design parameters within and across 15 countries that are intended to inform and facilitate the efficient design of multisite cluster-randomized studies of school improvement in sub-Saharan Africa.     

Teacher learning in collaborative curriculum design

The Interconnected Model of Professional Growth (Clarke & Hollingsworth, 2002) was used to identify processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation. Nine published studies from six different countries about teachers’ collaborative curriculum design were analyzed to identify the learning processes that collaborative curriculum design fosters. It was concluded that the Interconnected Model of Professional Growth, although initially developed to recognize learning processes in individual teachers, can also be used to identify learning processes that are fostered by collaborative curriculum design in teams of teachers.     

CAI设计在生物教学中应注意的问题

探讨了生物教学中计算机辅助教学存在的三个问题，包括工具的简单替换、教学模式单一和界面设计不合理三个方面，并对其改进提出了一些建议。     

Developing an action learning design model

As the number of organizations implementing action learning increases, both successful and failed cases also increase in action learning practice in South Korea. Existing studies on action learning have listed key success factors of action learning at the program level or at the team level but have not paid sufficient attention to the program design process itself. The purpose of this study was to show how to develop a design model of action learning that incorporates a step-by-step decision-making process and that provides design principles necessary along the way. This design model will present the importance of contextualizing the action learning process by asking ‘highly required’ questions and help raise the level of successful implementation of action learning programs.     

基于专业情境的中职数学课题探究活动设计

为实现中职数学教学的内在价值,笔者从中职数学学科的教学特点和目标出发,尝试在专业情境中开展数学课题探究活动的探索,以丰富原先相对单一的数学教学模式,提高中职数学教学的有效性。     

车载测距仪实用设计研究

通过分析论述采用单片机设计泊车用超声波测距仪的基本原理、测量计算方法和实现方案,给人们提供一种有效的车载测距仪软硬件的实现方法。并通过采用软件校正,提高了车载测距仪的测量精度和整机的可靠性。     

信息检索中快速索引文件的设计研究

索引文件是检索效率的关键,本文首先针对索引文件的流程进行了设计,然后分析了索引文件的建立和存储设计,并进一步研究了索引文件的合作与优化设计。希望本文的研究能为检索系统中的索引文件研究提供一定的参考借鉴作用。     

Mediating the message: television programme design and students' understanding

The research reported represents a non-standard approach to basic research on educational television, in that it uses qualitative methods to describe learning and to illuminate which programme features are important. It was based on observation, interview and test data from five groups of 20–30 Open University students, each watching a social science television programme as part of their course. A qualitative analysis of students' summaries of the programmes showed that only half achieved the intended learning outcomes. A further analysis of the students' responses to key extracts showed that this is more likely to be because of programme structure than because of presentational quality. The research design and results are related to similar studies on students learning from text, and contrasted with the methodology adopted in other studies of the effects of educational television.     

Course design,teaching method and student epistemology

Previous research into student learning in departments of higher education has shown that links can be established between students' approaches to studying and their perceptions of the academic environment. It has also been found that students with differing study orientations are likely to define effective teaching in ways which reflect those orientations. The study reported here began by identifying different types of student epistemology and then investigated those factors within the academic environment which appeared to influence their incidence. Employing a naturalistic methodology-observations, interviews and case studies - the study was conducted in four departments in one institution of higher education: two arts and two science. Through a process of progressively focusing upon emergent issues, the study evolved through three stages, culminating in a model of the factors appearing to influence the development of student epistemology. It is found that the development of student epistemology is influenced by the interrelated factors of student learning approach, perception of the academic environment and lecturers' theories of teaching, which tends to uphold previous findings. It is also found, however, that students' conceptions of knowledge and their learning approaches are influenced by the ways in which knowledge is structured and presented within departments. Most particularly, a relationship was found between historical and philosophical studies, the methods of teaching them, and the development of student epistemologies.     

枣庄汽车站导向系统设计研究

随着经济的持续发展,如何建设一整套规范、完善的视觉导向系统,提高人们的生活品质,是当前迫切需要解决的问题。本文针对枣庄汽车站目前导向设施不完善的实际情况进行研究,力图总结出一套完善的可行的枣庄汽车站导向系统。     

浅论设计考察课程改革

设计考察课程是目前高校设计艺术学专业的学生所必须要上的一门课程,这门课的主要目的是通过亲身经历,来激发学生对设计的兴趣,并通过走出去的实际参观为学生补充一定的设计思路和设计灵感,同时还可以将学生平时所学到的东西更好地得到实践的验证,因此这门课的开设对学生学习设计起到至关重要的作用。近两年,很多高校纷纷开设这门课,但是目前设计考察课程所呈现的现状不容乐观,暴露出很多问题。本文从设计考察课程的课程内容及所暴露的问题谈起,主要分析设计考察课程的未来发展方向。     

Quality of WIL assessment design in higher education: a systematic literature review

We investigated the quality of work-integrated learning (WIL) assessment design in higher education programmes, through review of peer-reviewed studies published internationally and in English, 1990–2015. Such a review is timely in light of vested interests from a range of WIL stakeholders; high-level endorsement of WIL across university programmes; a regulatory environment requiring development and assurance of higher-order learning outcomes; and a WIL assessment literature that identifies a number of challenges and opportunities. We searched six electronic databases, yielding 20 intervention studies that met inclusion criteria. Findings reveal high-quality assessment design, albeit a need for greater involvement of industry/professional partners in assessment practices and stronger alignment between reflective assessment tasks and students' WIL experiences. The evidence base under review largely comprised qualitative and mixed methods studies, with the indication that the quality of the study design had improved over time, although variably across disciplinary fields. The key recommendation from this review is that resources are needed to support research-active WIL academics, partners and students to: (a) design and participate in assessment practices, which promote integration of student learning, across university and work settings, and achievement of higher-order learning outcomes and (b) pursue a collaborative research agenda involving robust evaluation research, inclusive of quantitative studies.