University students’ strategies and criteria during self-assessment: instructor’s feedback,rubrics, and year level effects

European Journal of Psychology of Education - This study explores the effects of feedback type, feedback occasion, and year level on student self-assessments in higher education. In total, 126...     

点燃思维之火：开放教育，长尾理论和学习2．0

高等教育需求和服务供给的矛盾为基于新技术的学习模式提供了空间.基于实践社区支持,强调参与、建构和兴趣驱动的社会化学习等非正式学习开始从边缘走向中心.本文讨论技术支持下的学习模式变革,强调整合社区支持和资源共享的重要性,从学习知识(Learn about)向学会生存(Learn to be)转变,并指出以资源共享为主的开放教育资源在社区支持方面的薄弱.开放教育资源的价值在学习的长尾中得到了揭示和体现,而建立社区与共享资源同样重要.通过建立参与性学习生态系统,推动从Web2.0发展到Learning2.0.     

The vibrational mode structure of a golf ball

In this paper, we report the discrete frequencies at which golf balls can vibrate, the mode patterns of these vibrations and how these modes can be excited. There are two broad classes of modes: those that radiate sound waves and those that do not. Both silent and acoustic modes are excited by tangential (i.e. spin-producing) impact forces; only acoustic modes are excited by radial impact forces. Exact analytical results for a homogeneous ball core are compared with finite element numerical results for both a core and a model two-piece ball. Correspondences are readily established for the important low-frequency modes, and the good agreement suggests the validity of these results for real golf balls. The results potentially provide the basis for a rapid, simple and non-destructive method of measuring the effective high-frequency elastic shear modulae of balls (and ball cores) as well as a method for 'tuning' the performance of balls for specific clubs. Some of these aspects are explored further in our companion paper in this issue.     

Assessment for learning: a catalyst for student self-regulation

The development of students as lifelong, self-regulating learners is a valued outcome of higher education. To this end, the current project investigated how students in an undergraduate course experienced and responded to a teaching–learning environment where they were expected to take responsibility for their learning. The pedagogic environment of this course was grounded in strategies and activities associated with assessment for learning (AfL). As such, students were expected to participate in activities that provided them with opportunities to exercise control over their learning. Data gathering comprised individual semi-structured interviews and the collection of artefacts. Findings indicated goals helped students know where they were going; exemplars provided insights into what was expected and what constituted quality work; course activities elicited evidence of learning; dialogic interactions around these generated feedback about understandings and progress; the evaluation of exemplars developed evaluative knowledge, skill and expertise; peer review and feedback provided an authentic context for evaluation and monitoring of works-in-progress. It was concluded that, while each of the AfL strategies contributed to student self-regulation, the full impact of AfL as a catalyst for self-regulated learning was realised in the cumulative and recursive effect these strategies had on students’ thinking, actions and feelings.     

Professional Development for School Library Media Professionals: Elements for Success

The American Association for School Librarians suggests an important mission for school librarians is to ensure personal growth through ongoing exposure to conferences, journal articles, webinars, presentations, and membership in professional organizations. As professional educators, School Librarians should exemplify the vision for being life-long learners. Methods and means to grow in the profession should be evaluated and examined for elements that lead to success in growth and maturity as professionals in school library media. This article investigates the attributes of successful professional development experiences which include learning environment, characteristics of learners, methodologies, and instructional design of staff development workshops.     

Morningness–Eveningness and College Advising: A Road to Student Success?

In addressing the challenges faced by E‐type (evening‐type) students, researchers have pointed to the need for school schedules that reflect chronotypic concerns and the recognition of the importance of sleep for academic achievement and well‐being. One approach to dealing with this issue for adolescent students has been to move the start of the school day later. In college, however, schedules become more varied and the social context in which these challenges occur differs requiring more individualized approaches to scheduling. In spite of this, morningness–eveningness is rarely considered by college administrators, advisors, or individuals involved in student services. It is important that faculty and staff who work with students be aware of chronotypical influences on classroom performance and other aspects of student life so that they can help them succeed in college and beyond.