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41.
Kurt Thumlert Suzanne de Castell Jennifer Jenson 《Educational Philosophy and Theory》2013,45(8):786-803
Building upon a recent call to renew actor-network theory (ANT) for educational research, this article reconsiders relations between technology and educational theory. Taking cues from actor-network theorists, this discussion considers the technologically-mediated networks in which learning actors are situated, acted upon, and acting, and traces the novel positions of creative capacity and participation that emerging media may enable. Whereas traditional theories of educational technology tend to focus on the harmonization of new technologies with extant curricular goals and educational practices, an educational theory of technology looks to novel forms of technologically-mediated learning experience—from production pedagogies to role play in the virtual—to make visible the surprising relations, techniques, and opportunities that emerging media, and their attendant social contexts, may offer educational research. 相似文献
42.
Zusammenfassung. Die Bereitstellung eines pr?zisen, effizienten und m?glichst vollst?ndigen Zugriffs auf aktuelle Informationen im Internet
ist eine grundlegende Voraussetzung für die Weiterentwicklung des elektronischen Handels. Dieser Beitrag zeigt, wie themenspezifische
Suchwerkzeuge mit Hilfe mobiler Programme eine solche Bereitstellung leisten k?nnen. Der vorgestellte Ansatz wird durch messdaten-basierte
Simulationen sowie anhand einer Fallstudie evaluiert.
Eingegangen am 15. Dezember 1999 / Angenommen am 10. April 2000 相似文献
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Although narratives are often credited with the capacity to change opinions, empirical tests of this prediction have produced mixed results. To provide a more precise test of narrative's effect on beliefs, attitudes, intentions, and behaviors, we performed meta-analyses on studies that evaluated narrative's persuasive influence on these outcomes. Results suggested positive relationships between exposure to a narrative and narrative-consistent beliefs (k?=?37; N?=?7,376; r?=?.17), attitudes (k?=?40; N?=?7,132; r?=?.19), intentions (k?=?28; N?=?5,211; r?=?.17), and behaviors (k?=?5; N?=?978; r?=?.23). Moderator analyses on the effect of fictionality yielded mixed results. Neither medium of presentation nor research design influenced the magnitude of the narrative-persuasion relationship. However, results suggested the presence of unidentified moderators. 相似文献
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Timothy J. Nokes Robert G. M. Hausmann Kurt VanLehn Sophia Gershman 《Instructional Science》2011,39(5):645-666
Cognitive science principles should have implications for the design of effective learning environments. The self-explanation
principle was chosen for the current work because it has developed significantly over the last 20 years. Early formulations
hypothesized that self-explanation facilitated inference generation to supply missing information about a concept or target
skill, whereas later work hypothesized that self-explanation facilitated mental-model revision (Chi, Handbook of research
on conceptual change, 2000). To better understand the complex relationship between prior knowledge, cognitive processing, and changes to a learner’s
representation, two classes of self-explanation prompts (gap-filling and mental-model revision) were tested in the domain
of physics problem solving. Prompts designed to focus the learner on gap-filling led to greater learning and a reduction in
the amount of tutoring assistance required to solve physics problems. The results are interpreted as support for the instructional
fit hypothesis—the idea that the efficacy of instruction is contingent on the match between the cognitive processing that the instruction
elicits, how those processes modify the underlying knowledge representations for the task, and the utility of those representations
for the task or problem. 相似文献