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721.
Adam Stewart 《Public Library Quarterly》2014,33(4):304-329
On June 23, 2012, the Algo Centre Mall in Elliot Lake, Ontario, collapsed suddenly, killing two people, injuring many more, and destroying many of the community’s services, including the public library. After describing the events leading up to, during, and following the destruction of Elliot Lake Public Library, I discuss five opportunities for community and institutional renewal that are not currently being realized by the library. The destruction of the library need not be an entirely negative experience but, rather, a catalyst for refocusing the library’s role and improving its services and facilities in order to better meet the changing information needs of the community. 相似文献
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Ton de Jong Armin Weinberger Isabelle Girault Anders Kluge Ard W. Lazonder Margus Pedaste Sten Ludvigsen Muriel Ney Barbara Wasson Astrid Wichmann Caspar Geraedts Adam Giemza Tasos Hovardas Rachel Julien Wouter R. van Joolingen Anne Lejeune Constantinos C. Manoli Yuri Matteman Tago Sarapuu Alex Verkade Vibeke Vold Zacharias C. Zacharia 《Educational technology research and development : ETR & D》2012,60(5):883-901
Science Created by You (SCY) learning environments are computer-based environments in which students learn about science topics in the context of addressing a socio-scientific problem. Along their way to a solution for this problem students produce many types of intermediate products or learning objects. SCY learning environments center the entire learning process around creating, sharing, discussing, and re-using these learning objects. This instructional approach requires dedicated instructional designs, which are supplied in the form of what are called pedagogical scenarios. A SCY pedagogical scenario presents the learning process as an organized assembly of elementary learning processes, each associated with a specific learning object and a tool for creating this learning object. Designing a SCY learning environment is basically a two-step procedure: the first step is to select one of the available scenarios, and the second step is to define the domain content. The SCY technical infrastructure then handles the instantiation of the scenario as a SCY computer-based learning environment. In this article we describe the SCY pedagogical design scenarios and report on our experiences in designing four different SCY learning environments. 相似文献
723.
Development and evaluation of computer‐assisted assessment in higher education in relation to BS7988
Kerry Shephard Bill Warburton Pat Maier Adam Warren 《Assessment & Evaluation in Higher Education》2006,31(5):583-595
A university‐wide project team of academic and administrative staff worked together to prepare, deliver and evaluate a number of diagnostic, formative and summative computer‐based assessments. The team also attempted to assess the University of Southampton's readiness to deliver computer‐assisted assessment (CAA) within the Code of practice for the use of information technology in the delivery of assessments (British Standards Institution, 2002). Evaluation data was used formatively to improve procedures during the project and summatively in preparing the project's final report, this publication and future support for CAA at Southampton. Some of the problems encountered during this pilot programme were anticipated, both by the project team and by BS7988; but they were not necessarily or entirely avoidable given the nature of control and management in an academic environment. Our approach was to encourage institutional learning via extensive dissemination and discussion of the results. To contribute to the public debate on the adoption of BS7988, we highlight difficulties in allocating responsibility for various aspects of the assessment process and make a number of recommendations about this and other practical issues. 相似文献
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The present research evaluated an intervention, derived from the "extended contact hypothesis," which aimed to change children's intergroup attitudes toward refugees. The study (n=253) tested 3 models of extended contact among 5- to 11-year-old children: dual identity, common ingroup identity, and decategorization. Children read friendship stories based upon these models featuring in- and outgroup members. Outgroup attitudes were significantly more positive in the extended contact conditions, compared with the control, and this was mediated by "inclusion of other in self." The dual identity intervention was the most effective extended contact model at improving outgroup attitudes. The effect of condition on outgroup intended behavior was moderated by subgroup identity. Implications for theoretically based prejudice-reduction interventions among children are discussed. 相似文献
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Education and Information Technologies - 3D printing is an emerging educational technology that is said to prepare learners for a more technologically designed world. In this review, 3D printing... 相似文献
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Innovative Higher Education - 相似文献
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