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52.
Over the past decade, there has been ongoing debate relating to the use of suitable pedagogical approaches for designing learning environments to develop skillful games players. There has, however, been little consideration of the “digital age of learning” and the global success of the digital video game industry. Using the educational work of James Gee, this article attempts to rationalize how a “digital video games approach” differs from other learner-centered pedagogies currently employed for teaching and coaching games. Examination of the literature suggests that the learning gains from Teaching Games for Understanding and the Constraints Led Approach ignore the meta-cognitive dimension of learning how to play games—surely an important consideration for long-term development. Accordingly, by drawing on experiences from digital video game design, we examine how games practitioners might utilize such an approach for meta-cognition in coaching or teaching practice to stimulate player learning. 相似文献
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As a new technique in ground improvement, geosynthetic-encased columns (GECs) have promising applications in soft soil foundation. By assuming yielding occurs in the columns while the surrounding soil and the geosynthetic remain elastic, an elastoplastic analytical procedure for foundations improved by GECs is proposed. The radial stresses that the geosynthetic provides and the elastoplastic deformations of the foundation resting on a rigid base are derived. A comparison with finite element analysis shows that the proposed method is effective and can provide a reasonable prediction of a GEC??s deformation. Subsequent parametric analysis indicates that higher geosynthetic stiffness leads to better performance of the composite foundation. The optimum length of encasement is related to the load acting on the foundation and the permissible vertical and radial displacements of the column. Moreover, as the dilation angle of the column increases, the settlement decreases, especially under high loading. The influence of the encasement is more significant in soils with smaller elastic modulus. 相似文献
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Martin Clifford James Carroll Ronald Sherriffs Harry Kybett Dave Ingram G. Paul Smeyak 《Communication Booknotes Quarterly》2013,44(1)
Martin Clifford's Microphones: How They Work and How to Use Them (Blue Ridge Summit, Pa.: TAB Books, 1977—$8.95/ 5.95) James Carroll and Ronald Sherriffs, TV Lighting Handbook ($12.95, 226 pp.) Harry Kybett, The Complete Handbook of Videocassette Recorders ($9.95/5.95, 280 pp.) Dave Ingram, The Complete Handbook of Slow-Scan TV ($14.95/9.95, 304 pp.) G. Paul Smeyak's Broadcast News Writing (Columbus, Ohio: Grid Publishing, 1977—$7.95, paper) 相似文献
57.
Robert Lee Chartrand James W. Norentz Jr. Rosario Joseph Tosiello James E. Brittain Harry L. Van Trees Dave Ingram 《Communication Booknotes Quarterly》2013,44(8):168-170
Robert Lee Chartrand and James W. Norentz, Jr., eds. Information Technology Serving, Society (Oxford and New York: Pergamon Press, 1979—E12.50/$25.00) Rosario Joseph Tosiello, The Birth and Early Years of the Bell Telephone System: 1376-1880 (New York: Aicno Press, 1979—$32.00) James E. Brittain, ed. Turning Points in American Electrical History (New York: Institute of Electrical and Electronic Engineers Press [dist. by John Wiley], 1977– $20.00, paper) Harry L. Van Trees, ed. Satellite Communications (New York: IEEE/John Wiley, 1979—$27.00, paper with a hardback edition available) Dave Ingram's Oscar: The Ham Radio Satellites (Blue Ridge Summit, Pa: Tab Books, 1979—$8.95/4.95) Clayton Hallmark's How to Repair Old-Time Radios (Blue Ridge Summit, Pa.: Tab Books, 1979—$12.95/7.95) Telecommunications Law Reform (American Enterprise Institute for Public Policy Research, 1150 17th St. NW, Washington, D.C. 20036 —price not given, paper) 相似文献
58.
Dave W. Putwain Liz Connors Kevin Woods Laura J. Nicholson 《Pastoral Care in Education》2013,31(4):289-302
The Standard Assessment Tests (SATs) taken by pupils in their final year of primary schooling in England have been widely criticised for placing children under too pressure and contributing to an increase in test-related stress and anxiety. In this exploratory study we set out to explore the experiences of forthcoming SATs in a small sample of children using an appraisal model of stress and to reflect on whether these criticisms are justified. Results from focus groups with pupils and interviews with class and head teachers suggested that there was diversity in pupils’ experiences their tests. The pressures associated with SATs did not necessarily lead to negative outcomes and some children described SATs in more positive ways, as challenging rather than threatening. Self-worth judgements played a central role in individual-level appraisal and may also provide a useful link to discourses surrounding the value of academic credentials. 相似文献
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ABSTRACTBackground: Over the past 10 years, research has started to investigate the pedagogic practices of instructors and coaches working in adventure sports settings. Outdoor instructors face particular challenges regarding the impact the dynamic environment has on the coaching process and their students. This challenging combination of factors obliges the instructor to be agile in response. We propose that this adaptive expertise is characteristic of these factors and that adaptability may be a beneficial focus of outdoor instructor training and education.Purpose: The major aim was to identify if adaptive expertise is an attribute of outdoor instructors? And if so, what are its characteristics in this context?Research design and data collection: We applied a mixed methodology to a sample of outdoor instructors (n?=?64). The instructors were asked to complete a quantitative adaptive expertise inventory. We then interviewed a selected sub-sample (n?=?12).Participants and setting: Quantitative data was collected from outdoor instructors working in the UK (n?=?64). The sample consisted of instructors qualified to work independently with groups in adventurous settings in a range of activities. Qualitative data was collected from a smaller sample (n?=?12) via a series of thematically analysed semi-structured interviews.Findings: Results suggest that the participating outdoor instructors have high levels of adaptive expertise. A characteristic of that adaptive capacity is a combination of skills revolving around reflection, metacognition, and situational awareness. There were differences, however, between less and more experienced outdoor instructors in their adaptive capacity, with less experienced instructors being adaptive to a lesser extent.Conclusions: The implication is that further research is worthwhile to examine the development of instructors’ adaptive capacity. The training and education of outdoor instructors requires pedagogic approaches that facilitate and engender adaptability, flexibility and agility in neophyte instructors. 相似文献
60.