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This paper reports the design, implementation, and evaluation of a teleseminar on instructional design (ID) and computer‐mediated communication (CMC) for the purposes of staff development at The University of Southern Queensland, Toowoomba, Australia. Participation was open to any staff with an involvement or interest in distance education. This study was motivated by the following research questions: Is CMC a viable medium for the professional development of staff in distance education? Does the nature of moderation of CMC‐based discussions influence the nature of contributions from subscribers? Do participants use different strategies (interactive, cognitive, and metacognitive) in CMC‐based discussions? To address these questions a teleseminar was instituted with a focus on the issues of ID and CMC. CMC‐based moderation techniques were used to manage the discussion. Both qualitative and quantitative evaluation tools were used to measure the outcomes of the teleseminar. Results of these evaluation data show that CMC proved to be a viable medium for the professional development of staff, that the moderation strategies influenced the nature of contributions from the subscribers, and that participants used a range of strategies to manage the discussion and their participation in it. 相似文献
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The purpose of this article is to examine how and to what extent schools’ responses to accountability policies in the United
States influence the ability of new teachers of color to draw on their own and their students’ cultural resources to engage
in culturally responsive teaching. A 5-year study of 17 new teachers of color reveals that these teachers identified three
principal tensions which correspond to the three dimensions of culturally responsive teaching: (a) cultural and linguistic
relevance versus standardization, (b) community of learners versus teacher transmission, and (c) social justice versus enhanced
test scores. The teachers also described two mechanisms by which accountability-based programs and policies were enforced:
fear of monitoring and internalizing the link between testing and educational opportunity. We applied the metaphor of “double
bind” to explain the tensions and enforcement mechanisms encountered by these teachers. The “double bind” forced the new teachers
of color to enact contradictory systemic demands promoted by government policy and the teaching profession and exacted an
individual toll. We conclude with implications for policy, practice, and research. 相似文献
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Iliana Nikolova & Betty Collis 《British journal of educational technology : journal of the Council for Educational Technology》1998,29(1):59-72
The paper deals with the problem of designing flexible learning and instruction. Flexibility is considered both from the learner's and the designer's perspective. The potential of telematics in the design, development and implementation of flexible and distance learning is discussed. A Method for flexible instructional modules development is presented which aims at assisting the educational designers in the development of flexible instructional modules, ie, modules, which are easily adaptable to different learner's needs, allow learner's choices and different delivery platforms, including distance delivery. Examples of Method applications and current development of a software system to facilitate the Method's implementation are reported. 相似文献
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