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This paper presents an online reviewing tool, Poser, written in the Java programming language. Online quizzing tools have proliferated lately, but most are not so well-suited for reviewing. Poser's basic functionality is to provide students with a convenient, interactive way to review course materials in a question/answer format. Incorrect responses are corrected, along with an optional explanation. The program keeps usage statistics and information on responses to questions. Poser can be an important part of any course, because it gives students an easy way to test their understanding of the course materials from any Internet computer. We used Poser in two introductory Computer Science courses and gathered some formative data which was used to modify and evaluate the program. Over 100 students used the program and they answered over 38,000 questions while reviewing for their final exams. Student comments indicate that the program was very helpful. Overall, we feel that Po ser was a huge success and are planning a controlled study in the coming semesters to measure how much the use of the program facilitates student learning and understanding. 相似文献
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Mark Tennant 《International Journal of Lifelong Education》2013,32(6):364-376
Adult education has a long history of interest in the development and transformation of the self. As such it is useful to consider a range of adult education programs as belonging to and extending the lineage of ‘technologies of the self’ identified by Foucault (1988). In all such programmes, even the most individualistic, there are implicit or explicit theorizations concerning the nature of the self and the way the self relates to others or to society more generally. The purpose of this paper is to explore the postmodern critique of the dominant theorizations of the self in adult education: the psychological/humanistic and the sociological/critical; and to comment on the ‘solution’ proferred by a postmodern theorization. The postmodern critique is valuable in drawing attention to the difficulties of theorizing some kind of originary, core, true, stable, or ahistorical self. Nevertheless it is important to acknowledge that in many of the sites in which adult educators work, the pursuit of a coherent, continuous self is indispensable to transformative (and thereby resistant) adult education practice. 相似文献