In practice—Distance learners: Welcome to campus!

When Old Dominion University created a summer institute to allow adult distance learning students to enroll in accelerated on‐campus courses, typical college transition issues were, at first, left off the schedule. Over the years, the institute has evolved to provide these students with the same kind of personal and academic support needed by their traditional‐age peers.     

生成式AI及其GPT类技术应用对信息管理与传播的变革探析

生成式AI和GPT类技术应用风靡全球。一场影响全社会的知识创新正在发生,新技术革命开启,值得各行业尤其是信息管理与传播业密切关注。本文以逻辑综合方法讨论生成式AI、大语言模型、GPT对信息管理与传播的影响。指出生成式AI和GPT类技术应用正通过智能办公、自动摘要、自动综述和自动简报、机器翻译、媒体变革等对信息管理与传播产生颠覆性影响;也指出生成式AI和GPT类技术应用存在数据偏差、透明度、隐私、恶意使用等问题;提示AI进步和GPT发展正在变革信息管理与传播,正在重塑信息管理与传播,值得学界和业界高度关注。图1。表1。参考文献35。     

The Effects of Classwide Self-Assessment on Preschool Children's Engagement in Transition, Free Play and Small Group Instruction

The effectiveness of using a group self-management procedure to increase the on-task behavior of four disruptive preschool boys was studied using a reversal design combined with a multiple baseline across settings design. Measures of child and teacher behavior were obtained through direct observation during free play, transition, and small group instruction activities. The classwide procedure, which included self-assessment by the students, matching the assessments with the teacher, and reinforcement based on a match between teacher and child ratings, was conducted by teachers in two classrooms located at a Head Start center in a large urban area. Results suggest that use of the procedure improved on-task behavior of the target students and decreased off-task and competing behavior. For the teachers, use of a group approach to self-management served the dual purpose of addressing individual student needs while promoting independent and responsible behavior for all members of the class.     

How are action researchers contributing to knowledge democracy? A global perspective

ABSTRACT

Although action research has been widely recognized as an appropriate methodology for promoting the democratization of knowledge, it is not always conducted from an emancipatory and transformative paradigm. Using AR in a technical way, renders it no more than a researcher-driven, problem-solving heuristic that perpetuates the intellectual colonization of local knowledge. This begs the question: how can action researchers work in ways that are contextually and culturally relevant, and generate knowledge that enables people to take control of improving their own lives as they see fit? This paper presents a thematic analysis of the narrative reports from seven participatory workshops held around the world for the purpose of dialoging around this and related questions. Findings indicate that, generally, action researchers are indeed facing challenges on many personal, institutional and epistemic levels as they endeavor to promote knowledge derived from the principles of authentic participation and dialogue with those whom it is intended to benefit. However, the analysis also reveals creative responses of practitioners to these challenges. In keeping with the special issue theme, we offer this analysis as a starting point for further discussion around how we can mobilize knowledge for equitable social progress.     

Redefining library space: managing the co-existence of books, computers, and readers

Library design must better integrate space for collections and computers than it has. This article presents planning strategies that integrate digital products and print collections based on patron needs. Many flexible solutions in developing buildings will enhance library service in the technologically dynamic future.