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David B. Hay Caroline Kehoe Marc E. Miquel Stylianos Hatzipanagos Ian M. Kinchin Steve F. Keevil Simon Lygo‐Baker 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):1037-1056
This paper shows how concept mapping can be used to measure the quality of e‐learning. Six volunteers (all of them 3rd‐year medical students) took part in a programme of e‐learning designed to teach the principles of magnetic resonance imaging (MRI). Their understanding of MRI was measured before and after the course by the use of concept mapping. The quality of change in individuals' maps was assessed using criteria developed to distinguish between meaningful and rote‐learning outcomes. Student maps were also scored for evidence of conceptual richness and understanding. Finally, each map was compared directly with the content of the electronic teaching material. The results show that many of the student misconceptions were put right in the course of their learning but that many of the key concepts introduced in the teaching were ignored (or sometimes learnt by rote) by the students. This was because the teaching material locked these new ideas in structures and terminology that precluded meaning‐making among non‐experts. Our data suggest that students' prior knowledge is a key determinant of meaningful learning. We suggest that this must be acknowledged if the design and use of electronic teaching material is also to be meaningful. Ultimately, measures of student learning are the only authentic indicators of the quality of teaching through technology. 相似文献
13.
Many higher and furthereducation institutions in South Africa arestruggling to survive in a context of financialstringency, declining student enrolments andincreasing competition. For some of theseinstitutions merging or amalgamation with otherinstitutions in the near future is becoming astrong likelihood. The perceptions of staff whowill be directly affected by these processesseem to be very important, as knowledge andunderstanding of those perceptions will empowerdecision-makers and ensure that effectivemanagement of the merging process can beaccomplished. This investigation focused onstaff perceptions of possible merging of threeinstitutions in the Free State Province, whichhad been identified for possible merging withother institutions. The results indicate thatstaff is not opposed to the idea ofinstitutional combinations or merging, but thatcareful consideration needs to be given toparticularly personal factors and that stafffears will have to be addressed in the processto ensure effective merging. 相似文献
14.
Resilience in Context: A Brief and Culturally Grounded Measure for Syrian Refugee and Jordanian Host‐Community Adolescents
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Catherine Panter‐Brick Kristin Hadfield Rana Dajani Mark Eggerman Alastair Ager Michael Ungar 《Child development》2018,89(5):1803-1820
Validated measures are needed for assessing resilience in conflict settings. An Arabic version of the Child and Youth Resilience Measure (CYRM) was developed and tested in Jordan. Following qualitative work, surveys were implemented with male/female, refugee/nonrefugee samples (N = 603, 11–18 years). Confirmatory factor analyses tested three‐factor structures for 28‐ and 12‐item CYRMs and measurement equivalence across groups. CYRM‐12 showed measurement reliability and face, content, construct (comparative fit index = .92–.98), and convergent validity. Gender‐differentiated item loadings reflected resource access and social responsibilities. Resilience scores were inversely associated with mental health symptoms, and for Syrian refugees were unrelated to lifetime trauma exposure. In assessing individual, family, and community‐level dimensions of resilience, the CYRM is a useful measure for research and practice with refugee and host‐community youth. 相似文献
15.
Science & Education - Whilst many science educators, it is reported, associate knowledge with justified true belief (JTB), epistemologists have observed that the JTB model is an incomplete... 相似文献
16.
Alastair S MacDonald Lynne ONeil 《The International Journal of Art & Design Education》1997,16(1):25-34
The paper discusses the long-term strategic approach to collaboration between education and industry initiated by Glasgow School of Art's Department of Product Design, and examines the opportunities and benefits of the investment in the post of an Industrial Liaison Officer (ILO) over a four year period which furthered this partnership. The paper shows the need for a professionally and adequately resourced approach to provide mutual benefits to industry and education, and to the economy in general 相似文献
17.
Educational psychologists’ support roles regarding the implementation of inclusive education in Zimbabwe
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This article focuses on a phenomenological study of trainee/educational psychologists’ lived experiences regarding the support roles in the implementation of inclusive education practices in Zimbabwe. In‐depth phenomenological interviews were done with 16 purposely selected participants (13 trainee/educational psychologists located at three administrative offices and three experts on inclusion from three universities) and data was transcribed verbatim and thematically analyzed. Monthly/annual reports from trainee/educational psychologists were used as reference material. Three major themes emerged from the support roles: (1) diverse views on inclusion; (2) critical roles, successful and unsuccessful experiences in implementing inclusive education; and (3) impact of experiences on rendering support services. Key findings indicate that advocacy and consultation, assessment and placement, and in‐service training were viewed as critical and successful experiences, whereas negative teacher attitudes and limited resources were viewed as barriers toward the implementation of inclusive education practices. The impact of experiences indicates inadequacy in the provision of support services. Annual reports of trainee/educational psychologists indicated inadequate ongoing training on inclusive education practices. These findings are discussed in relation to the inclusive education literature. 相似文献
18.
‘Smart state’ for a knowledge economy: reconstituting creativity through student subjectivity 总被引:1,自引:1,他引:0
Rejecting notions of creativity as self‐realisation through free expression, this article argues that such discourses currently driving education policy comprise intellectual technologies for the production of student subjectivities required by neoliberal contexts. Using a governmentality framework, it locates the conditions of possibility for the creative subject within dominant policy articulations of the global knowledge economy and emerging rationalities of risk and uncertainty. The analysis focuses on an industry school partnership formed by a state education system in Queensland, Australia, and several multinational corporations. It examines how the partnership has emerged as a novel neoliberal space for the constitution of new education figures such as the enterprising teacher and the entrepreneurial student‐worker. These subjectivities are functional to the devolved governing strategy of social investment, which seeks to achieve a broad reconstitution of relationships between students, schools and industry in Queensland. 相似文献
19.
Alastair J. Cochran 《Journal of sports sciences》2013,31(8):635-641
One-dimensional models of a golf ball are useful in modelling near-normal (90°) impact. The model described here has two masses connected by a non-linear spring in parallel with a non-linear damper. The behaviour of this system in collision with an infinite rigid mass is compared with the results of tests involving real golf balls. Values of the four unknown constants are found by fitting the model results, over a range of impact speeds from zero to 50 m· s -1 , to the coefficient of restitution and duration of contact found in the tests. The simplest model (Model 1) was a good fit for duration of contact over the whole range of impact speeds, but for the coefficient of restitution only at high speed (above 20 m· s -1 ). However, when used with a similar model of a flexible faced club, the simple model predicted the coefficient of restitution of the club-ball combination, determined by direct testing, quite well and as such is a useful screening tool. More complicated Models 2 and 3 fitted the rigid target coefficients of restitution better at low speed than Model 1. However, Models 2 and 3 have other disadvantages and are no better than Model 1 for high-speed impact with flexible faced clubs. 相似文献
20.
This paper identifies ‘quality’ as an internationally relevant concept to be problematised in contemporary debates about physical education (PE). Drawing on the conceptualisation of curriculum by B. Bernstein in 1977, pedagogy and assessment as three inter-related message systems of schooling, the paper presents and explores curriculum, pedagogy and assessment as three fundamental dimensions of ‘quality PE’. Discussion addresses what quality in each dimension may mean in PE, and demand in practice. Contemporary initiatives in Australia and New Zealand provide a reference point for exploring the prospective application of quality conceptualised in terms of the three inter-related dimensions. Attention is drawn to frameworks in mainstream education that may be utilised in endeavours to critically review current practices, and inform developments directed towards achieving quality in PE. It is argued that achieving quality in PE requires that quality is pursued and demonstrated within and across curriculum, pedagogy and assessment, and that meanings of quality always need to be contextualised in cultural, social and institutional terms. 相似文献