From old to new learning: global imperatives,exemplary Asian dilemmas and ICT as a key to cultural change in education

Information and communication technologies (ICTs) represent a crucial force for cultural change in both education and society and possible transitions between old and new learning as well as social values. This is especially so in East Asia, where the young have informally embraced ICTs but learn in formal contexts often still dominated by traditional transmission models of learning rather than the new learner‐centred theories which inform policy imperatives for innovation and reform. Educational contexts like Singapore and Hong Kong are particularly exemplary because they have been so progressive in policy initiatives for ICT integration and reform in formal education, imperatives which conflict in practice with still dominant traditional learning expectations, teaching practices and models of assessment. As typified by such contexts, this paper investigates how the pedagogical dilemmas of a tension between old and new models of learning need to be understood and approached in terms of related and overlapping institutional and social dilemmas of change.     

网络时代的课程，学与教

网上的学与教是全球关注的一个教育热点，这种关注大致体现在：（1）课程本身的问题，即我们将要教什么？（2）学习自身的性质。（2）学习以及他们所需要的学习环境，（4）对教育提供的影响。（5）不同的国家为规范远程学习和网上学习所采取的的不同方式。（6）我们一旦选择这种方式所存在的大量的合作机会，其中也存在同样多的健康或不健康的竞争，（7）与那些在网络时代所提供机遇面前落伍的人们有关的。     

The Effect of Relationship on Children's Distributive Justice Reasoning

Kindergarten, third-grade, and sixth-grade children were told 2 stories about a group of children who made artwork that was subsequently sold at a craft fair. The characters in one story were described as friends, while the characters in the other story were described as strangers (relationship condition). 1 character in each story was presented as the oldest in the group, 1 as the most productive, and 1 as the poorest. Children were asked to allocate 9 dollars to the 3 characters under each relationship condition, provide rationales for those allocations, and rate the fairness of 4 different patterns of allocation. Older children allocated more money to needy friends than to needy strangers and more to productive strangers than to productive friends. Kindergartners' allocations and fairness ratings did not vary with relationship. Rationales for allocation judgements suggested that equality was the most salient principle for decisions at all ages, but the older children provided rationales based on benevolence more often than younger children when characters were presented as friends.     

Team Hyena Puppet: An Interdisciplinary Approach to Making and Teaching Science Through Art

In 2016, professors representing Biology, Dance, Music, and Theatre and dance program students created Dunes, a performance piece that depicts the ecological succession of Michigan's sand dunes. The process used to make this work is a direct representation of the steps that Team Hyena Puppet, a collective of teaching artists and scientists, takes in their science-based art collaborations, which are used to reflect on and depict scientific research and simultaneously teach student participants and audience members science through the performing arts.     

Intellectual Disability and Developmental Risk: Promoting Intervention to Improve Child and Family Well‐Being

Initial intervention processes for children with intellectual disabilities (IDs) largely focused on direct efforts to impact core cognitive and academic deficits associated with the diagnosis. Recent research on risk processes in families of children with ID, however, has influenced new developmental system approaches to early intervention. Recent risk and resilience processes are reviewed that connect stress, family process, and the high rates of behavioral problems in children with ID that have substantial influence on child and family outcomes. These models are linked to emerging evidence‐based intervention processes that focus on strategic parent skill training and mindfulness interventions that reduce parental stress and create indirect benefits for children's behavioral competencies. A family‐focused developmental systems approach (M. J. Guralnick, 2011) is emphasized.     

From the Didactic to the Dialectic—Intercultural Exchanges in Contemporary Counsellor Education

Within the context of the growing development of intercultural counsellor education, the question of how different cultures reconceptualize and transform Western counselling theories for their own context is an important one. In this intercultural exchange in education, concepts such as ‘globalization’, ‘indigenization’ and ‘universalization’ have an impact on the education process. This paper briefly explores these terms and movements and then highlights findings from a research project that took place with a group of counselling graduates in Hong Kong examining how they undertook the processes of reconceptualization and transformation. The dialogical process involved in that enabled participants and researcher to co-explore the process of knowledge development within the counselling education field. Implications for counsellor education are highlighted.

Professional Cultures and Collaborative Efforts: A Case Study of Technologists and Educators Working for Change

The need for those working in a variety of settings to interact effectively with technical experts has grown dramatically in recent years as computers have become essential to the performance of an increasing broad range of professional work. This article presents a case of this sort of interprofessional interaction, exploring the process and outcomes of collaboration between technical professionals and educators working to bring Internet access to an urban public school district. Drawing on field note and interview data, the case reported here illustrates how differences in institutional routines and professional values can generate differing agendas, contrasting assumptions, and contrasting expectations concerning project products and outcomes among collaborators from different professional worlds. In the case we describe, these differences affected such central matters as the types and usefulness of technical resources to which users had access as well as users' confidence in the technology. The case also illustrates how aspects of this interprofessional conflict were addressed through an organizational change. The kinds of issues that arose in this project are likely to occur in a variety of professional settings; therefore, examination of this case provides insight into a variety of issues and dynamics that should be considered when embarking upon or analyzing any interprofessional collaborative effort, and particularly one that involves technical professionals.     

Making a difference? Measuring the impact of an information literacy programme for pre-registration nursing students in the UK

OBJECTIVES: To investigate whether an information literacy programme for pre-registration nursing students at a UK higher education institution is effective in developing their skills and confidence: examines students' skill levels, factors affecting their confidence, and relationships between skills, confidence and demographic characteristics. METHODS: Quantitative and qualitative techniques were used: pre- and post-tests to measure changes in students' skills and self-assessed confidence levels after two key sessions in their first semester (n = 29); semi-structured interviews to explore factors affecting confidence (n = 5). RESULTS: Findings demonstrated positive impacts on skills and confidence. Key areas of skill development included: identifying journal articles, selecting search terms and evaluating website quality. Factors affecting confidence included: successful 'mastery' experiences in searching for information and the programme itself, especially small-group sessions, handouts and staff support. Evidence on links between skills, confidence and demographic factors was inconclusive. CONCLUSIONS: The study demonstrated the programme's effectiveness and identified areas for development, including the need to help students understand the relative merits of search engines and other sources. Evidence has contributed to a change in departmental policy, making attendance at sessions mandatory. Further studies have been recommended.