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21.
Steve Wheeler Peter Yeomans Dawn Wheeler 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):987-995
This paper explores the potential for wiki‐type open architecture software to promote and support collaborative learning through the use of student‐created content. It delineates some of the affordances and constraints of wiki software as an open architecture that has the potential to facilitate collaborative learning through community‐focused enquiry. It seeks to promote debate in this key area of development, and highlights some recent key contributions to the developing discourse on social software in what has been termed ‘the architecture of participation’. 相似文献
22.
In Experiment 1, three groups of rats were trained on one of three serial patterns consisting of different numbers of .045-g food pellets, either the simple strong monotonie pattern 14-7-3-1-0 (Group SM) or one of two complex weak monotonie patterns, 14-5-5-1-0 (Group 5-5) or 14-9-1-1-0 (Group 1-1). Learning to anticipate the terminal 0-pellet element occurred faster in Group 1-1 than in Group SM, which in turn learned faster than Group 5-5. In Experiment 2, Groups SM, 5-5, and 1-1 were trained on the first four elements of the patterns experienced by their Experiment 1 counterparts and then were tested for their ability to extrapolate the series to include the addition of a 0-pellet element in the fifth position. Extrapolation behavior was better in Group 1-1 than in Group SM, which in turn performed better than Group 5-5. The results were shown to be consistent with a memory-discrimination model of serial learning and inconsistent with a rule-learning model based on pattern complexity. 相似文献
23.
Dawn Male 《Journal of Research in Special Educational Needs》2003,3(3):162-171
This paper reports the findings of a study which aimed to elicit teachers' perceptions of pupils' challenging behaviour. Teachers were asked to indicate: which aspects of challenging behaviour concerned them; their responses to it; which strategies they found effective; what they believed to be the causes of it; how stressed they felt; and how effective they felt when dealing with it. They were also asked to identify sources of information, advice and help and to rate different types of challenging behaviour in terms of severity of challenge. Results indicate that teachers are concerned about challenging behaviour and find it stressful. Whilst considering themselves to be effective in dealing with it, a proportion report feeling frustrated by it, angry, upset and/or at a loss. The most frequently cited challenging behaviour was aggression, although self-injury was found to be the most challenging. Whilst recognising the communicative basis of many forms of challenging behaviour teachers nevertheless tended to select strategies which were concerned with diffusion rather than prevention. The most likely source of information, advice and help was other teachers. Some differences in responses were noted according to experience and whether or not additional qualifications were held. 相似文献
24.
Linda Lohr Manisha Javeri Chris Mahoney Jim Gall Kathy Li Dawn Strongin 《Educational technology research and development : ETR & D》2003,51(2):41-55
The aim of this research was to examine the use of a rapid application development (RAD) approach in improving the usability
(effectiveness, efficiency, and appeal) of instructional materials for preservice teachers. The RAD approach used was the
analysis, synthesis, evaluation and change (ASEC) model (Reigeluth & Nelson, 1997). After examining existing materials, 11
units of instruction were prototyped, tested, modified, and retested with the requisite changes being implemented over the
course of three semesters. Qualitative and quantitative data were collected from 570 students, 7 instructional designers,
and 4 lab assistants. Results of the study showed significant increases in usability scores between the second and third semester.
Both positive and negative experiences in using a rapid development model are discussed. 相似文献
25.
A current interest in education is the growing awareness that the development of social and emotional skills in children is
critical for the foundation of academic knowledge in the classroom. The early childhood educator is in a position to be a
powerful nurturer of the social emotional development in young children. It is important, therefore, to challenge early childhood
teachers, particularly veteran teachers, to take a closer look at their own social and emotional skills and to systematically
reassess these skills through an emotionally intelligent “lens”. The field of emotional intelligence is a new and exciting
area of academic research that looks at emotional abilities within the following four domains: (1) perception skills; (2)
accessing skills; (3) understanding skills; and (4) regulation skills. This article presents a userfriendly methodology to
assess and enhance the emotional intelligence abilities of teachers, and thereby impact the abilities of the young children
they teach. 相似文献
26.
In this study, we worked with second-year engineering students at an Australian university to examine previously identified threshold concepts within the theoretical framework of Possible Selves. Using workshops as the context for intensive work with students, students were encouraged to consider their future lives and work, including their engineering fears, expectations, and aspirations. The findings revealed many students to have a poor understanding of the realities of engineering work. Moreover, perceived gaps between self-efficacy and the requirements of engineering work appeared to be motivating if students deemed it possible to reduce the gap, but demotivating if they identified a characteristic over which there was perceived to be no control. The study suggests that these engineering students needed more opportunities to explore both the roles of engineers and their own possible selves. Overall, the findings indicate that higher education students may need encouragement and support to explore potential future roles, and they strengthen calls for further research in this area. 相似文献
27.
Kathryn Ley Dawn B. Young 《Educational technology research and development : ETR & D》2001,49(2):93-103
The purpose of this article is to suggest principles for embedding support in instruction to facilitate self-regulation (SR)
in less expert learners. The principles are based on an analysis of the growing body of research on the distinctive self-regulation
differences between higher and lower achieving learners. The analysis revealed four instructional principles that designers
should consider to provide support for self-regulation. Each principle is supported by research and instructional examples
are included. 相似文献
28.
Agnes Kukulska‐Hulme Anne Jelfs Elizabeth Mallett Dawn Holland 《Learning, Media and Technology》2004,29(2):125-137
The paper gives a brief overview of the use of digital video in distance education, the background to The Open University's Digital Video Applications (DiVA) Project, the contexts in which the Digital Video Library system is being used and some evaluation findings. Through DiVA, the university is investigating how it can use its video assets effectively, to support reuse of existing materials in course production. The project team is also evaluating student use of the system. The paper reports on an observation study which revealed several usability issues and stakeholders' opinions about potential uses of the DiVA system. This is followed by findings from an evaluation of student use of the system at a residential school and its use as part of an online learning activity undertaken by students accessing the system remotely. Evaluation findings to date indicate some quality and workload issues but they also show opportunities that come to light when using the DiVA system. 相似文献
29.
The relationship between language and executive function (EF) and their development in children have been the focus of recent debate and are of theoretical and clinical importance. Exploration of these functions in children with a peripheral hearing loss has the potential to be informative from both perspectives. This study compared the EF and language skills of 8- to 12-year-old children with cochlear implants (n = 22) and nonimplanted deaf children (n = 25) with those of age-matched hearing controls (n = 22). Implanted and nonimplanted deaf children performed below the level of hearing children on tests assessing oral receptive language, as well as on a number of EF tests, but no significant differences emerged between the implanted and nonimplanted deaf groups. Language ability was significantly positively associated with EF in both hearing and deaf children. Possible interpretations of these findings are suggested and the theoretical and clinical implications considered. 相似文献
30.
Dawn H. Currie Deirdre M. Kelly Shauna Pomerantz 《British Journal of Sociology of Education》2007,28(1):23-37
While researchers and concerned adults alike draw attention to relational aggression among girls, how this aggression is associated with girls’ agency remains a matter of debate. In this paper we explore relational aggression among girls designated by their peers as ‘popular’ in order to understand how social power constructs girls’ agency as aggression. We locate this power, hence girls’ agency, in contradictory messages about girlhood that, although ever‐present ‘in girls heads,’ are typically absent in adult panic about girls’ aggression. Within peer culture, power comes from the ability to invoke the unspoken ‘rules’ that police the boundaries of acceptable femininity. We thus challenge the notion advanced by Pipher and others that girls’ empowerment entails (re)gaining an ‘authentic voice.’ In contrast, we suggest that such projects must be informed by an interrogation of how girls are positioned as speaking subjects. 相似文献