学习对象的整体教育观——再利用问题之未来方向

学习材料的再利用问题是教育领域内正在显露并且十分重要的问题.一般的看法是学习对象在学科上使用,由于其借助了学习内容的模块化,从而为再利用创造了良好条件.从教育视角认识学习对象,可以区分出两种基本的取向:一种是“分析观”,其与当下流行的学习对象教育技术途径完全一致;另一种是“整体现”,目前尚未被充分认识其价值.同样,还有一些与两种认识取向相一致的问题有待于解决:一种是与分析观相匹配的“小问题”,包括了元数据问题、排序问题和交换问题;另一种是与整体现相匹配的“大问题”,包括了情境问题、教育功能问题和一致性问题.目前,强调了一种以重新编辑代替再次利用、中间产品代替最终产品、呈现模板代替给出实体,以及技术上尽力实现自动化为特征的综合途径正在受到重视,有可能成为解决学习对象再利用问题的一个方向.     

基于业绩表现:系统设计复杂学习的十大步骤

现代教学理论倾向于把完成现实生活任务作为学习的动力(Clark ＆ Estes，1999；van Merrieenboer ＆ Kirschner，2001)。这些理论普遍认为，现实生活任务有助于学生综合运用知识、技能以及态度，以有效完成任务；给学生创设了掌握相关子技能的机会，以便经整合后能够完成复杂学习任务；并最终使学     

Granularity matters: comparing different ways of measuring self-regulated learning

Metacognition and Learning - Although self-regulated learning (SRL) is becoming increasingly important in modern educational contexts, disagreements exist regarding its measurement. One...     

Using multiple calibration indices in order to capture the complex picture of what affects students' accuracy of feeling of confidence

The present study used multiple calibration indices to capture the complex picture of fifth graders' calibration of feeling of confidence in mathematics. Specifically, the effects of gender, type of mathematical problem, instruction method, and time of measurement (before and after problem solving) on calibration skills were investigated. Fourteen classes (N = 389 fifth graders) were randomly selected from two school mathematics programs, namely the gradual program design and the realistic program design. Students completed two different types of mathematical problems (a set of computation problems and a set of application problems) and reported their feeling of confidence (that they would find the right solution) when first reading the problem statement and again after they had produced the solution of each of the problems. Students' calibration skills were measured using three indices of calibration. Effects on the calibration of feeling of confidence due to gender, instruction method, type of mathematical problem, and time of measurement were found and are discussed.     

Effective peer assessment processes: Research findings and future directions

Despite the popularity of peer assessment (PA), gaps in the literature make it difficult to describe exactly what constitutes effective PA. In a literature review, we divided PA into variables and then investigated their interrelatedness. We found that (a) PA's psychometric qualities are improved by the training and experience of peer assessors; (b) the development of domain-specific skills benefits from PA-based revision; (c) the development of PA skills benefits from training and is related to students' thinking style and academic achievement, and (d) student attitudes towards PA are positively influenced by training and experience. We conclude with recommendations for future research.     

UK business school rankings over the last 30 years (1980–2010): trends and explanations

Business schools globally operate in a market-driven environment and rankings are very much part of that environment. Rankings have a significant impact on a school’s ability to attract the top scholars, the most able students and research funding. Schools use rankings to support claims of excellence and ‘world class’ status. The purpose of this study is to explore whether an analysis of the historical development of business schools and business/management education in the UK, supported by reference to institutional theory, can help explain trends in rankings and the positions of different types of school. The analysis is based on a selection of undergraduate, MBA and research rankings published between 1984 and 2010. The findings of the study fit with the expectations of institutional theory: particularly regulations and normative path dependencies determined the rankings of different categories of university, e.g., ancient, plateglass, technology and post-1992.     

Using Groups to Change the Department Head Role: An organization development case

This article presents a case study of selection for graduate study at the Vrije Universiteit (VU) in the Netherlands. The VU developed and implemented an assessment instrument for students with a vocational Bachelor degree wishing to pursue a Master’s programme at the university. This instrument is new in the egalitarian higher education culture of the Netherlands. It focuses on the differences between higher vocational and academic education and makes them measurable. The article will focus on some aspects of the implementation process, the results of the first round of evaluation and on implications for Dutch and other universities.