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111.
Diane D?ChapmanEmail author Colleen Aalsburg?Wiessner Julia?Storberg-Walker Tim?Hatcher 《知识管理研究与实践》2007,5(4):261-270
New Learning (NL) is an innovative process aimed at collaborative learning in professional and scholarly events and is a new way of approaching evaluation at professional conferences. NL is a process integral to a conference that focuses on the learner and how and what they learn, rather than on presenters and presentations. Whereas most professional conferences claim learning as a primary objective, seldom do any structure or evaluate to maximize that objective. The NL process helps to structure and assess organizational learning as a primary outcome in addition to providing avenues for collection of traditional evaluation information. This article explains the NL process, reviews the literature of learning and evaluation, describes what NL is and how it works, and then compares and contrasts it with traditional evaluation methods and theory. It concludes with implications for future applications and research for NL. 相似文献
112.
The recognition and regulation of professional qualifications has sometimes been handled by state bureaucracies and sometimes by professionals themselves. However, professional services are now being provided within global operations and professionals are practising beyond the nation-state in which they were trained. There is a developing need for the international recognition of professional qualifications. It is becoming increasingly important that individuals, and the organizations which employ them, can feel confident that their qualifications are recognized and that professional licences are protected in international markets. This paper reviews the various approaches to the international recognition of professional qualifications and attempts an evaluation with respect to engineering, technology and the sciences. It continues with an examination of the challenges currently facing the international professional federations in these respects. 相似文献
113.
J. Bernardino Lopes Julia Branco Maria Pilar Jimenez-Aleixandre 《Research in Science Education》2011,41(5):787-809
According to the literature, there is a very important corpus of knowledge that allows for the investigation of some dimensions
of ‘learning experience’ provided to students, in relation to epistemic, pedagogical and meta-cognitive practices. However,
in the literature, there is little investigation into the invariance (or not) of the characteristics of students’ learning
experience while being taught a scientific subject by the same teacher. This paper suggests that the relationship between
the learning experience provided and the competences developed is not properly highlighted. This paper analyses the learning
experience provided to students in epistemic, pedagogical and meta-cognitive terms. The students were taught the proprieties
and applications of light by one teacher, in three classes, over 7 weeks. We analysed the data in each referred learning experience,
using a pre-defined category system. The students’ competences were evaluated by a competence test. The epistemic demand of
each item and the students’ performances were also analysed. Our findings point to the non invariance of learning experiences
provided to students and the influence of some dimensions of learning experiences provided in the development of certain competences.
These findings and their implications are contextualized and discussed. 相似文献
114.
The present study tested the applicability of expectancy-value theory to adults' learning motivation. Motivation was measured as the anticipated reaction (AR) of German students (N = 300) to receiving their instructions in English as a new learning opportunity. We used structural equation modeling to test our hypotheses. Expectancies of success and values from school predicted current expectancy and value, which, in turn, accounted for about 64% of variance in AR. In addition, we explicitly tested the hitherto neglected role of affective memories as a major precursor of value, expectancy of success, and AR. Results show a small direct effect of only negative affective memories on AR, leading to a significant incremental prediction of AR in addition to expectancy and value. Thus, motivation and experiences at secondary school appear to play a crucial role in adults' learning motivation, mediated by expectancy and value specific to the learning opportunity. 相似文献
115.
Words to Sleep On: Naps Facilitate Verb Generalization in Habitually and Nonhabitually Napping Preschoolers 下载免费PDF全文
A nap soon after encoding leads to better learning in infancy. However, whether napping plays the same role in preschoolers' learning is unclear. In Experiment 1 (N = 39), 3‐year‐old habitual and nonhabitual nappers learned novel verbs before a nap or a period of wakefulness and received a generalization test examining word extension to novel actors after 24 hr. Only habitual and nonhabitual nappers who napped after learning generalized 24 hr later. In Experiment 2 (N = 40), children learned the same verbs but were tested within 2–3 min of training. Here, habitual and nonhabitual nappers retained the mappings but did not generalize. The results suggest that naps consolidate weak learning that habitual and nonhabitual nappers would otherwise forget over periods of wakefulness. 相似文献
116.
117.
Andrea Paula Goldin María Soledad Segretin María Julia Hermida Luciano Paz Sebastián Javier Lipina Mariano Sigman 《Mind, Brain, and Education》2013,7(2):136-146
Working memory and planning are fundamental cognitive skills supporting fluid reasoning. We show that 2 games that train working memory and planning skills in school‐aged children promote transfer to 2 different tasks: an attentional test and a fluid reasoning test. We also show long‐term improvement of planning and memory capacities in 8‐year‐old children after playing adaptive computer games specifically tailored to entrain these cognitive functions. Working memory capacity expanded from 5 to 7 items by using our games. Furthermore, steady progression in the task indicates that this capacity can be trained rapidly. Planning abilities persisted in a nonmarkovian form of play, where a move is highly influenced by previous moves, avoiding back‐ups. Here, we introduce a public and growing platform ( http://www.matemarote.com.ar/ ) developed for this research which has the potential for wide use in educational research. 相似文献
118.
Elizabeth Hair Tamara Halle Elizabeth Terry-Humen Bridget Lavelle Julia Calkins 《Early childhood research quarterly》2006,21(4):431-454
Two studies examine patterns of school readiness in children at school entry and how these patterns predict first-grade outcomes in a nationally representative sample of first-time kindergartners from the Early Childhood Longitudinal Study—Kindergarten Class of 1998–1999 (N = 17,219). In Study 1, cluster analyses revealed four profiles at kindergarten entry: comprehensive positive development (30%), social/emotional and health strengths (34%), social/emotional risk (13%), and health risk (22.5% of the sample). Study 2 results suggested that children with one of the two “risk” profiles were more likely to be from families with multiple socioeconomic disadvantages. In addition, all four profiles differentially predicted academic and social adjustment in early elementary school. Children with a risk profile performed the worst on all outcomes; children with a comprehensive positive development profile performed the best. The authors discuss the need for early identification of children who may be at risk for entering school with few school readiness strengths. 相似文献
119.
Research Study on an Applied Interdisciplinary Product Development Course for College Sophomores 下载免费PDF全文
Margaret D. Condrasky Alexa Weeks McCay Duncan Darby Julia L. Sharp Sarah F. Griffin 《Journal of Food Science Education》2018,17(2):66-71
This research compares the industry readiness, product development skill level, and overall knowledge gains of students taking an undergraduate research course (treatment) to those who did not (control). This 2‐semester Applied Interdisciplinary Product Development (AIPD) course for sophomores brought together interdisciplinary teams of food science, nutrition, and packaging science students in a hands‐on setting to create healthy food products for children, complete with retail packaging. A Subject Knowledge Assessment (SKA) was used to evaluate the mean percent difference value (MPDV) of food science, nutrition, packaging science, and general product development knowledge gained through the course. SKA results indicated that the MPDV were significantly different (α = 0.05) between the treatment and comparison groups in the overall score and in every subject area score except packaging science. Data from an Exit Questionnaire (EQ) was used for evaluation of attitudes pertaining to product development knowledge and skills, department engagement, and pedagogy. EQ results indicated that mean scores between the treatment and comparison groups were significantly different (α = 0.05) in 7 of the 9 statements on product development knowledge and skills, both statements pertaining to pedagogy, and the statement pertaining to department engagement. Overall, the research project was considered a successful intervention for educating sophomores at the University. Overall, the research project was considered a successful intervention for educating sophomores in the Food, Nutrition and Packaging Science department at Clemson University. The student‐lead teams were held to a greater degree of accountability for their success in terms of education gleaned and value of experience gained as metric for the University and other IFT Accredited programs. 相似文献
120.