From Linear Lecture To Interactive Multimedia Module: A Developer's Perspective

Computers, hitherto viewed as tools, are becoming an emergent medium in their own right. In embracing this new medium, educational multimedia developers can create engaging and stimulating interactive learning modules, especially appropriate for the humanities. This paper describes the decisions taken along the way and explores the processes involved in transforming a traditional lecture in medical sociology into an interactive online learning module.

De la conférence on ligne au module interactif multimédia: une perspective pour les concepteurs.

Les ordinateurs connus jusqu'ici comme des outils deviennent de plus en plus des médias en soi. En prenant possession de ce nouveau média, les concepteurs multimédia éducatifs peuvent créer des modules interactifs stimulants et attrayants convenant particulièrement aux sciences humaine. Cet article décrit les décisions prises en chemin et explore les processus impliqués dans la transformation d'une conférence traditionnelle en sociologie médicale en module interactif d'apprentissage en ligne.

Vom linearen Vortrag zum interaktiven Multimedia Modul: Ansichten eines Entwicklers

Computer, bisher nur als Werkzeuge betrachtet, werden zunehmend ein eigenständiges Medium. Multimedia Lernumgebungsentwickler können überzeugende und anregende interaktive Lernmodule entwickeln, wenn sie sich dieses neuen Mediums bedienen. Das gilt besonders für die Humanwissenschaften. Dieser Beitrag beschreibt die Entscheidungen und sondiert die Prozesse, die auf dem Weg der Umwandlung einer traditionellen Vorlesung in Medizinischer Soziologie zu einem interaktiven Online-Lernmodul getroffen wurden.     

帮助还是勒索?

“漏洞猎人”的兴起引起了多方争议，他们的种种做法不能为许多研究者与厂商所接受。但无论方式如何，他们使得软件更加安全。     

A University–School Partnership to Examine the Adoption and Implementation of the Ohio Community Collaboration Model in One Urban School District: A Mixed-Method Case Study

School improvement models are expanding to incorporate priorities around positive youth development, safe and supportive school climates, school mental health, and school–family community partnerships. A partnership was formed between researchers and district/school leaders to examine the 3-year adoption and implementation of 1 such exemplary model, the Ohio Community Collaboration Model for School Improvement, in a Midwest urban district serving a large number of students at-risk. Researchers and district/school leaders examined what types of system-level capacities developed, and explored student- and school-level outcomes that occurred over the course of implementation. Multiple innovations resulted, such as strengthened policies, improved partnerships and collaborations, and enhanced funding streams. Students' perceptions of academic press, school climate, and academic motivation improved over the 3 years. Academic report cards show progress toward districtwide improvement. Implications are drawn for researchers and school leaders, especially in relation to the design, implementation, and evaluation of collaborative models of school improvement.     

A classroom observational study of Qatar's independent schools: Instruction and school reform

Qatar initiated a K–12 national educational reform in 2001. However, there is limited information on the instructional practices of the teachers in the reform schools. This project was an observational study of classrooms with a stratified random sample of the first six cohorts of reform schools. Specifically, 156 classrooms were observed in 29 reform schools. Instructional differences were noted in schools with different gender of students and were moderated by school level. Implications of findings were discussed pertaining to implementation of the Qatar national reform and professional development needs of teachers.     

Study experiences and the post-study intentions of female international undergraduate students

The number of female international students is increasing exponentially, and whilst international study may engender many benefits and challenges, little is known about their intentions once they complete their studies. This article reviews the literature on female international students with specific focus on exploring post-study intentions. A scoping review of four electronic databases was completed. After applying criteria to determine suitability, 30 publications were included in the final review. Analysis revealed three key foci: (1) the rationale for studying internationally; (2) the study experience; and (3) post-study intentions. The literature illustrates that an international study experience has the potential to be a powerful transformative opportunity if positive experiences outweigh the negatives. The findings also indicate that the post-study intentions of female international students are under-researched. The article contends that attention should be given to supporting the needs of this group, with a view to maximizing post-study opportunities.     

Perfectionism: a challenging but worthwhile research area for educational psychology

The limited and largely international, adult-based literature links perfectionism with both positive (achievement, life satisfaction) and negative (mental health difficulties, suicide) outcomes, both of which have relevance for education. This review identifies the key areas of agreement and conflict in the current research base, relating to the definition and dimensions of perfectionism, its development and link with learning and behaviour, and the perceived risks and benefits of high levels of perfectionism. The dominant discourse is a multidimensional model of perfectionism which develops through a complex combination of genes, upbringing, personality and experience. There is strong evidence for perfectionism presenting greater risk than benefit to the individual, with a need to distinguish perfectionism from high achievement. There is a proposed function of perfectionism as a coping strategy for the individual, with discussion of a related role for the Educational Psychologist (EP), as well as ideas for future research.     

Assessment of Knowledge and Behavior Change of a High School Positive Deviance Food Safety Curriculum

High school students are a critical audience for food safety. Students may enter the foodservice industry or become primary meal preparers for their families. The positive deviance food safety curriculum was developed based on the messages from the Fight BAC! Campaign. The curriculum is designed for high school students to overcome barriers to safe food handling practices. This study evaluated the effectiveness of the positive deviance approach to change food safety knowledge and behaviors among high school students. Students (n = 218) from two high schools participated in this study. The positive deviance method uses group discussions lead by the teacher who reinforces and praises behaviors, which reflect recommended food handling practices. Measurements included pre‐ and postsurveys, preobservations and postobservation cooking classes, take‐home tasks, and in‐class activities. Results indicated that the curriculum significantly increased students’ food safety knowledge. Specifically, the percentage of students believing that color was a good indicator of meat doneness dropped from 52% to 17% after exposure to the curriculum. When observed, the students’ compliance with recommended behaviors increased. Prior to instruction, most ground beef burgers students cooked did not reach 160°F, while after the intervention, almost all of the burgers reached 160°F or higher. The curriculum will benefit from a revision that emphasizes areas such as how to use, calibrate, and to clean food thermometers.     

Early Responsiveness to Intensive Behavioural Intervention Predicts Outcomes Among Preschool Children with Autism

Archival data from a private day‐school offering early intensive behavioural intervention based on the principles of applied behaviour analysis to preschoolers with autism (N = 29) were analysed longitudinally. Teacher reports on the Assessment of Basic Language and Learning Skills (ABLLS) were available up to 4 times and on the Vineland Adaptive Behavior Scales—Classroom Edition (VABS‐CE), at 2 time points. Parent reports on the Autism Treatment Evaluation Checklist (ATEC) were available at 2 time points. All assessments occurred approximately at 6‐month intervals. Children showed statistically significant progress across all skill domains on the ABLLS and on selected subscales and the composite scales of the VABS‐CE and ATEC. Gains were substantial for some children and minor for others. When divided into performance‐based groups, both higher‐performing and lower‐performing groups showed improvement over time, with greater improvement for the higher‐performing group. Nine of 16 children who had been discharged from the programme entered inclusive kindergarten or first‐grade classrooms with an aide. Seven discharged children entered special education classrooms. No child progressed to the point that special education services were not needed. Findings are discussed relevant to the extant literature on early intensive behavioural intervention outcomes among young children with autism.