The application of persuasive technology to educational settings

Persuasive technology is a sub-discipline of Human?CComputer Interaction that has emerged within the last 10?years, and which has generated increasing interest in the application of persuasion to systems design. Most applications have to date been developed in commercial contexts, as well in the domain of health promotion. We present a mainly theoretical consideration of how persuasive technology could be used in educational contexts, particularly in school settings. We consider how persuasive technology design may need to be modified to meet the needs of complex educational settings. We propose four design principles for the use of persuasive technology in instructional design, including credibility and Kairos. We derive these from theoretical considerations, as well as from our experience with the HANDS project, which has developed a mobile persuasive application for positive behaviour change in young people with Autistic Spectrum Disorders. We conclude that persuasive technology has the potential to be used effectively to bring about positive behavior and attitude change in school settings.     

教育技术和远程教育发展的新时期--世界远程教育发展历史追溯和展望(6)

21世纪人类社会的经济形态是知识经济。开放与远程教育被认为是实现终身教育、终身学习和学习社会理想、加速人力资源开发、推动知识经济发展的未来教育形态。本文论述教育技术和远程教育在21世纪的发展前景。     

The (mis)education of Generation M

The focus of this paper is on the potential problems and challenges presented by the content, quantity and quality of contemporary media influences (electronic, print and digital). Whereas most articles in this arena focus on one form of media influences (e.g., video games), this article looks at the cumulative scope of influence presented by today’s media on the development of young people (ages 5–18). This article reviews previous research and provides resources and recommendations for educators and parents who are, all too often, unaware of the tremendous influence of the media on the development of knowledge, attitudes, beliefs and values. The contemporary social construction of reality via media influences is quickly overtaking the traditional family–school–peer‐based construction of reality. The consequences of this media acculturation are discussed and recommendations and resources for teachers and parents provided.     

现代教育技术在职业教育中的应用

一、现代教育技术提高教师素质的应用研究 通过对现代教育技术的应用研究,探讨现代教学模式的结构,研究现代教学的方法,以讲座、竞赛、赛教、课件制作评比等形式,全面提高教师运用现代教育技术的能力。     

Welcome to the real world: reflections on teaching and administration

The author compares his former position as an assistant professor in a program preparing future teachers of deaf and hard of hearing students with his present position as an administrator of a public school program serving these students. He maintains that in some ways, teacher training programs in deafness and the public school settings hiring these graduates are separate worlds. The emphasis in teacher training programs appears to be on preparing graduates to work with deaf students in self-contained or residential school settings even though most teaching positions are with hard of hearing students mainstreamed in public schools. Other important areas, such as collaboration with general education teachers, litigation, parental relationships, and individualized education programs, seem to be overlooked by teacher training programs. The author employs the mockingbird metaphor from the novel To Kill A Mockingbird (Lee, 1960) to highlight differences between teacher training programs and public school settings, while making recommendations for strengthening connections between the two.     

现代教育技术在高校摄影教学中的应用

摄影是高校开设的一门课程,更是热衷于摄影人士喜爱的项目。但是随着教育技术不断发展,摄影教学也必须与时俱进,应用现代教育技术才能够增强学生实际动手能力,才能够优化课程教学。本文对现代教育技术基本特征及应用特点做了阐述,并探究了高校摄影教学应用现代教育技术。     

Preparing for the real world: A prelude to a fieldwork experience

This article discusses the challenges of self-directed learning and the benefits of thorough preparation of undergraduate students for an internship experience. It describes a course offered at a unit of the State University of New York that prepares students in criminal justice and human services for their required fieldwork experience, focusing on the component activities of the course and their educational rationale.     

基于混合学习的教育技术公共课的教学设计

分析了教育技术公共课的现状,提出混合学习能解决当前存在的问题,可以较好地实现该课程的教学目标,并详细地从学习者分析、环境分析、教学目标分析、教学策略和资源的设计、学习评价的设计5个方面阐述了如何在该课程中进行混合学习的设计。     

Educational technology as a key to educational innovation:

Instructional technology, especially the use of computers and the Internet has been lagging behind in the German educational system in comparison to other European countries. When this lack was realized in the second half of the 1990s it had quite a “shock-effect” but one of the healthy kind: Since then numerous public and private initiatives have been started to advance the use of technology in schools, higher education, and in vocational training. At the college and university level, there is a trend towards connecting online and offline courses. Also, it was understood that it is not enough to just provide schools and universities with the technology needed but that the introduction of technology has to be accompanied by profound systemic and structural changes. Thus, there is great hope that the use of technology in education will fuel educational innovations at all levels needed for educating and training pupils and students to act as responsible and media-literate citizens in a modern world.     

Keeping it real: substantive learning on a short calendar

Many institutions offer courses that last less than a quarter and are a student's sole academic responsibility for that short term. There is an unfortunate and incorrect perception that such short classes cannot be used to teach substantively. At Colorado College, we teach all of our courses in 3.5 wk, including majors' courses in molecular cell biology and related fields. The article presents strategies for exploiting short terms as excellent venues for deep learning in the biological sciences.     

现代教育技术实验课教学资源网站的设计与开发

本文在《基于网络以任务为导向的现代教育技术实验课的设计与实践》的基础上,重点介绍了校级教学研究项目现代教育技术公共实验课教学资源网站的设计思路与开发、建设过程;为本课程实验教学进一步发展提供了有效的技术实践支持。     

From ideal to real: Understanding the development of new educational settings

Summary and Conclusion In this paper we presented a framework for viewing the development of new educational settings. We also postulated the necessity of two conditions for the creation of a coherent self-renewing educational program: the development of a community, especially in a linguistic sense, and on-going practical dialog that defines and redefines the setting over time in light of collective action and experience. In doing so, we took the position that educational program and program development mean something more than what is implied in most theories of organizational and program development. We argued that a collection of educational activities constitutes a program only when the activities are grounded in a commonly perceived core of beliefs and values about what is and what ought to be.Clearly, we have only begun to sketch out the nature and operation of the processes by which a new educational setting evolves and develops into an organization. We need to know why development and growth through the application of the dialectic are typically not present in new programs. Our future research efforts are oriented in this direction and we hope that by setting forth our tentative ideas at this point we may encourage others to react to them and perhaps to pursue a similar line of inquiry.OISE     

论教育技术在现代远程教育中的应用

本文介绍了教育技术在现代远程教育中的应用,探讨了教育技术在现代远程教育中的发展。     

基于建构主义学习理论的网络课程教学设计模式思考

网络教学是建立在计算机辅助教学(CAI)和以广播电视为媒体的远程教育基础之上,利用计算机技术和现代通信技术发展起来的一种现代教学模式.与传统课堂教学相比,不论从学习的适用对象、教育内容的表现形式、课程的组织安排和学习者的学习方式来看,网络教学都具有其不可比拟的优越性.将网络教学引进学校是提高其课程教学水平的有效手段.其中,网络课程的设计是关键.本文基于建构主义理论,就学校网络课程的设计提出了自己的认识.     

The diffusion of educational technology in Indonesia: a multi-faceted approach

Indonesia, like many developing countries, has problems of increasing numbers of students, shortage of qualified teachers, limited resources and strong support for traditional schooling. Educational technology has been introduced to help alleviate some of the problems and has been relatively successful over the past 15 years. A planned effort to use educational technology in appropriate ways began in the mid-1970s and is still growing. Such success does not come easily. The lessons learned from this effort are explicitly stated in four categories: (1) cultural affairs (2) personnel and training (3) organisation and management and (4) leadership. Each 'lesson' is stated as a principle or guideline. Conclusions emphasise the importance of leadership, commitment, local control, long-range planning and the presence of a communications satellite.