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231.
Stephen C. Yanchar Bruce W. Gabbitas 《Educational technology research and development : ETR & D》2011,59(3):383-398
This paper presents the concept of critical flexibility as an alternative to eclecticism in instructional design. Eclecticism is often viewed as a persuasive alternative to theoretical
orthodoxy (i.e., rigid use of a single perspective or process) due to the openness and flexibility it purports to offer. In
contrast, the authors argue that eclecticism ignores or discourages critical reflection regarding background understanding
(e.g., implicit assumptions and values) and perpetuates the lack of openness and flexibility commonly associated with orthodoxy.
Critical flexibility, as an alternative to eclecticism, emphasizes an awareness of background understanding, but construes
it as capable of being explicated, critically examined, adjusted in specific contexts, and refined or developed over time
to facilitate increasingly flexible and effective design practices. The authors clarify the nature of critical flexibility
as a general way of being involved in the design process, suggest how it helps overcome the traditional theory–practice split,
and discuss several of its implications for scholarship and training. 相似文献
232.
The past two decades have witnessed an exponential growth in the use of technology in our daily life. Notwithstanding its
phenomenal influence, the use of technology in education remains sporadic and disjointed. The promise that technology will
bring deep-seated changes in the way that educators teach and students learn remains, disappointedly, elusive. This paper
argues that the lack of systemic frame of reference may have explanatory power over such less than impressive performance
of ICT in education. Tracing the trajectory of Singapore’s ICT-related policies in the educational sector, this paper adopts
the complexity lens to study the systemic policy changes that are imbued in the different stages of Singapore’s ICT-based
reforms. In particular, the paper delves into the three constructs of complexity theory: self-organisation, coevolution and
fitness landscape. By juxtaposing the interdependencies of these three concepts against the backdrop of Singapore’s educational
landscape, the paper contends that the complexity theory perspective has the potential to help policymakers understand the
dynamic and complex nature of reforms so as to devise multi-faceted solutions that will address the concerns of all key stakeholders
in the learning ecology. Implications for policymaking are also discussed. 相似文献
233.
Borrowing from banks has become a common practice among Chinese higher education institutions (HEIs), and operating with a
heavy debt load has become a characteristic of Chinese higher educational development. Substantial financial commitments acquired
by HEIs during their rapid expansion since 1998 are now having serious consequences: numerous universities and colleges have
found themselves with major debt problems. Some are even facing insolvency. This paper describes the background of Chinese
HEIs’ debt problems, assesses the present debt and repayment situation, and suggests a possible solution for the university
debt crisis, using empirical evidence from one HEI in China. 相似文献
234.
Michael R. Olneck 《Asia Pacific Education Review》2011,12(4):675-690
Multicultural policy in South Korea faces variants of challenges endemic to multiculturalism. These challenges are “dilemmas
of difference,” “variable terms of inclusion,” and “legitimacy.” In Korea, these challenges arise in a setting in which ethnic
diversity is of relatively recent origin, an ideology of ethnic homogeneity is prevalent, and official multicultural policy
is limited in its reach to those who are designated as “multicultural families,” that is families in which one spouse is Korean
and the other an immigrant, usually the wife, and their offspring. The exclusion of migrant workers and their families from
Korea’s multicultural framework poses a core contradiction in Korean multicultural policies. This contradiction must be resolved
if multiculturalism in education and other spheres is to promote equality and provide a foundation for national integration
on terms that are equitable to the diverse constituents of Korean society. Inevitably, this will require a redefinition of
what it means to “be Korean.” Even if multicultural policies fall short in their immediate effects on those toward whom they
are directed, multiculturalism represents a significant shift in the discourse of Korean identity and will be terrain on which
the status of diverse groups in Korea will be contested. 相似文献
235.
Miguel Antonio Lim 《Higher Education》2018,75(3):415-430
University rankers are the subject of much criticism, and yet they remain influential in the field of higher education. Drawing from a two-year field study of university ranking organizations, interviews with key correspondents in the sector, and an analysis of related documents, I introduce the concept of weak expertise. This kind of expertise is the result of a constantly negotiated balance between the relevance, reliability, and robustness of rankers’ data and their relationships with their key readers and audiences. Building this expertise entails collecting robust data, presenting it in ways that are relevant to audiences, and engaging with critics. I show how one ranking organization, the Times Higher Education (THE), sought to maintain its legitimacy in the face of opposition from important stakeholders and how it sought to introduce a new “Innovation and Impact” ranking. The paper analyzes the strategies, methods, and particular practices that university rankers undertake to legitimate their knowledge—and is the first work to do so using insights gathered alongside the operations of one of the ranking agencies as well as from the rankings’ conference circuit. Rather than assuming that all of these trust-building mechanisms have solidified the hold of the THE over its audience, they can be seen as signs of a constant struggle for influence over a skeptical audience. 相似文献
236.
1 Introduction Therateddistanceisoneofkeyfactorstolimitthedevelopmentofelectricvehicle (EV)sinceEVwasin vented .Itisawayforincreasingtherateddistancetoputtheadvancedenergyregenerationtechnologyintouse .Manyexperimentsprovethattheactualrateddistanceofaelectricscooterunderthecityroadsur roundingsisabout 35 - 45kmwhileitisabout 5 5 - 6 5kmunderthestandard proving ground .Moreover ,JapanToyotaalsoprovedthattherateddistancecouldbeincreasedby 2 0 %whenusingtheenergyregenera tionsysteminEV .Soi… 相似文献
237.
Soumela Atmatzidou Stavros Demetriadis Panagiota Nika 《Journal of Science Education and Technology》2018,27(1):70-85
Educational robotics (ER) is an innovative learning tool that offers students opportunities to develop higher-order thinking skills. This study investigates the development of students’ metacognitive (MC) and problem-solving (PS) skills in the context of ER activities, implementing different modes of guidance in two student groups (11–12 years old, N1 = 30, and 15-16 years old, N2 = 22). The students of each age group were involved in an 18-h group-based activity after being randomly distributed in two conditions: “minimal” (with minimal MC and PS guidance) and “strong” (with strong MC and PS guidance). Evaluations were based on the Metacognitive Awareness Inventory measuring students’ metacognitive awareness and on a think-aloud protocol asking students to describe the process they would follow to solve a certain robot-programming task. The results suggest that (a) strong guidance in solving problems can have a positive impact on students’ MC and PS skills and (b) students reach eventually the same level of MC and PS skills development independently of their age and gender. 相似文献
238.
Boronising of steels is a hardening process to get high surface hardness. The erosion resistance of boronised steels was researched with the use of four kinds of erodent, i.e. glass, alumina, quartz and silicon carbide. The erosion rate increases rapidly with erodent hardness and severe erosion occurs with high impacting angle range of hard particles. SEM analysis indicated that chipping is caused by repetitive impacting of glass and quartz, whereas by alumina and silicon carbide impacting, chipping, and that plastic flow take place simultaneously and the erosion rate reaches the peak value when the impacting angle is above 60°. 相似文献
239.
240.
Jason A. Engerman Monique MacAllan Alison A. Carr-Chellman 《Educational technology research and development : ETR & D》2018,66(2):313-339
Boys are less likely to receive praise and recognition for good schoolwork, to consider school important, and have fewer opportunities to do the things that they do best (Lopez and Calderon in How America’s boys become psychological dropouts. The gallup blog, 2013). Traditional school cultures have come in conflict with the normal and natural ways that boys behave. As a result, boys have had alienating experiences and high levels of disengagement and lowered academic success in school due to rejection of boy culture, which includes aggressive play, competition, and violent fantasy. The purpose of this study was to explore ways in which we can re-engage boys and enhance their learning opportunities in traditional classroom settings. Boys are drawn to video games, which offer a unique environment where they can engage in learning activities. By taking seriously the indigenous knowledge of this portion of boy culture, we may identify ways in which their expertise can become useful towards common learning goals (Carr-Chellman 2007; Carr-Chellman and Savoy 2004). The current analysis represents the first of a multiphase study that uses an interpretive lens within a CHAT framework to identify relevant learning in Commercial of the Shelf (COTS) games. This phenomenological design identifies learning accounts that map to the United States Common Core State Standards. Our findings suggest that engaged learning can occur for these boys as a result of playing games. COTS games engage boys in normal and natural ways, and consequently can be relevant learning tools that educators, researchers and instructional designers might employ toward traditional learning objectives. 相似文献