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201.
Peter B. Smith Cláudio V. TorresAlena Chudzikova Serdar DegirmenciogluFrancisco Donoso-Maluf Nancy Chen Yi FengCharles Harb Brad JacksonSigmar Malvezzi Andrew MogajiJuan Carlos Pastor Lorena Perez-FlorianoB.N. Srivastava Günter StahlStephanie Thomason Vladimir Yanchuk 《Int J Intercult Relat》2011,35(4):440-451
202.
Education and Information Technologies - In the present study, students’ perceptions of their self-directed and collaborative learning with and without technology were examined in... 相似文献
203.
Heather J. Smith 《Teaching Education》2014,25(2):217-238
This paper examines the relationship between specific documentaries and white student teachers’ emotional responses to their viewing as part of a postgraduate teacher education course on educational equality. Documentaries are considered in terms of features (including elements of text), form (including stylistic conventions) and function in order to evaluate those elements most important in involving students emotionally. It argues that certain documentaries have the pedagogic potential to transform student thinking via the evocation of particular emotions which act to disturb white hegemonic practices, attitudes and cognitions. However, given that emotion is understood as integral to the operationalisation of whiteness, students’ emotional responses are analysed from a critical whiteness perspective to reveal emotion as also potentially obstructive to student transformation. Hence, the paper shares the pedagogic decisions taken to capitalise on those emotional responses conducive to transformed student understandings and to stymie those which act as investment in whiteness to impede student development. Finally, it is argued that a conceptual lens is vital for understanding the relationship between documentaries and emotional responses in order that transformed thinking is enabled. 相似文献
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The aim of this investigation was to compare two differently designed e-assessments (formative assessments) which supported the same engineering courses for two academic years. In this investigation two group of students participated (Control Group: CG and Experimental Group: EG). The teachers followed exactly the same teaching approach using the same learning tools (apart from the e-assessments) in the same learning environment. The first group of students (CG) had the opportunity to timely receive grades along with the correct answers, when they submitted the e-assessments on-line. The teachers themselves designed these e-assessments in BlackBoard Vista© learning environment. The second group of students (EG) had the opportunity to receive feedback each on their own individual responses having unlimited attempts to participate in the e-assessments designed by PhD students. We will demonstrate that the addition of individual feedback and the unlimited attempts increased the EG group performance at the end of the courses (summative assessment) in comparison to the CG group of students. 相似文献
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207.
Vocational education, as part of the Norwegian upper secondary education, includes both school-based learning and workplace learning. While school-based learning is characterized by formal structures and guided by aims in the curricula, workplace learning is often informal, incidental and directed by the daily work-tasks. Assessment in workplace learning is mainly formative and different stakeholders are involved in the assessment; namely students, teachers and workplace instructors. However, the guidelines for assessment are vague and call for a close cooperation between the stakeholders. This is demanding and has resulted in a variety of assessment practices. The study presented in this article is a qualitative study of students’ experiences with assessment in workplace learning periods in their first year in vocational education. The aim of the study is to give voice to students` experiences with assessment and illuminate how assessment supports their learning processes. Data was collected through focus group interviews with two groups of students in the Programme for Health and Social Care. The main findings indicate different assessment cultures in school and workplaces. This is expressed through the students’ perceptions of assessment, assessment criteria, tools for assessment and vocational knowledge. It is recommended that an open dialogue about the discontinuity in assessment between schools and workplaces is one of several measures necessary to bridge the gap between the stakeholders. 相似文献
208.
Janet M. Batzli Amber R. Smith Paul H. Williams Seth A. McGee Katalin Dósa Jesse Pfammatter 《CBE life sciences education》2014,13(3):410-424
Genetics instruction in introductory biology is often confined to Mendelian genetics and avoids the complexities of variation in quantitative traits. Given the driving question “What determines variation in phenotype (Pv)? (Pv=Genotypic variation Gv + environmental variation Ev),” we developed a 4-wk unit for an inquiry-based laboratory course focused on the inheritance and expression of a quantitative trait in varying environments. We utilized Brassica rapa Fast Plants as a model organism to study variation in the phenotype anthocyanin pigment intensity. As an initial curriculum assessment, we used free word association to examine students’ cognitive structures before and after the unit and explanations in students’ final research posters with particular focus on variation (Pv = Gv + Ev). Comparison of pre- and postunit word frequency revealed a shift in words and a pattern of co-occurring concepts indicative of change in cognitive structure, with particular focus on “variation” as a proposed threshold concept and primary goal for students’ explanations. Given review of 53 posters, we found ∼50% of students capable of intermediate to high-level explanations combining both Gv and Ev influence on expression of anthocyanin intensity (Pv). While far from “plug and play,” this conceptually rich, inquiry-based unit holds promise for effective integration of quantitative and Mendelian genetics. 相似文献
209.
Brian K Smith 《TechTrends》2014,58(1):71-76
Bodystorming is a technique used by designers to better understand how the settings where interactive systems are deployed might affect their intended uses. The articulation of design concepts “in the wild” and using forms of performance and improvisation are intended to help designers become more aware of contextual issues that may not be revealed in traditional brainstorming exercises. Bodystorming can be a useful technique for designers of mobile learning experiences, as it helps make interactions between learners, devices, and locations more explicit. The general method is described in this paper and followed by two case studies of its use in the design of mobile learning experiences. 相似文献
210.