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71.
Energy sustainability is prevalent in political and popular rhetoric and yet energy consumption is rising. Teenagers are an important category of future energy consumers, but little is known of their conceptions about energy and energy saving. We report on empirical research with two groups of teenagers. This is part of ongoing work to design learning technologies that support teenagers learn about personal energy consumption. In this paper we describe our analysis and methodology, which are shaped by the Ecology of Resources (EoR) design framework [Luckin, R. (2010). Re-designing learning contexts: Technology-rich, learner-centred ecologies. London and New York, NY: Routledge]. Our findings informed the development of an EoR model of the participants' personal context, which includes their world resources (people, tools, knowledge, skills, and environment) and their personal resources (conceptions, motivations and concerns around energy consumption). We discuss the range of methods we employed to understand learners' personal contexts. These findings contribute to our understanding of how to explore teenagers' personal contexts and have implications for the design of technology to support learning about personal energy consumption. 相似文献
72.
Alan Barnard Waveney Croft Rosemary Irons Natalie Cuffe Wasana Bandara Pamela Rowntree 《高等教育研究与发展》2011,30(4):435-448
This paper reports on the outcomes of a peer partnership program trialled at the Queensland University of Technology (QUT), Australia. The program was designed based on a community of practice methodology to bring together academic staff for the purpose of advancing teaching practice. The program encouraged professional and supportive environments for the purpose of critical reflection and personal development. The belief was that quality teaching is core business and vital to university organisational goals. Peer partnership programs support improvement in teaching and learning. Participants in the program reported the program enhanced their commitment and insight into teaching and that there is willingness to be involved if supported by colleagues and an organisation. Feedback from participants in the program was positive and outcomes arising from the QUT Peer Partnership Project were the development of an online peer partner tool-kit, staff development training, an instructional DVD and integration of the project goals within QUT staff development programs. 相似文献
73.
The impact of the Covid-19 pandemic has presented challenges in medical education particularly, with development of online learning in a short time period. Notably there has been a significant increase in the use of digital technology applications to meet this challenge. For instance, in the first quarter of 2020 the game-based software Kahoot! reported a threefold increase in players and a fivefold increase in asynchronous learning globally. However, there is limited research into the use of game-based digital technology applications such as Kahoot! and the associated learning theories, particularly in histology, anatomy, and medical education. This scoping review explored the utilization, outcome scores, and student perceptions of learning with the application of Kahoot! in histology, anatomy, and medical education. Online databases were used to identify articles published between 2013 and 2021 from which 12 articles were included in the review. The majority of articles supported positive student outcomes including improved collaborative learning, improved knowledge of content, attendance, and participation. Minor negative aspects included increased time on task, overwhelming learning content, and distractions due to gadgets. None of the articles included a control group. The main educational theories identified were active learning followed by social and constructivism learning theory. In light of the Covid-19 pandemic a rapid and fundamental shift in how digital applications are being used in educational institutions has evolved. Further research on learning frameworks and studies with control groups is required to evaluate Kahoot! as a potentially valuable online application in histology, anatomy, and medical education. 相似文献
74.
This paper illuminates the experiences of beginning teachers using a participatory perspective approach and drawing on some
of these teachers’ perceptions. We place the ‘subject’ of workplace learning research centrally in understanding the relatedness
between workplaces and novice employees/trainees. This paper builds on previous work by the authors using semi-structured
interviews with 17 beginning teachers in 19 schools that aim to better understand issues associated with beginning teacher
retention. This study explores an application of a framework for evaluating workplaces as from expansive to restrictive learning
environments, whilst examining individuals’ responses to and agency in these environments. In addition, these teachers’ personal
networks were explored to idedntify how they shaped the teachers’ engagement with workplaces. This analysis revealed networks
both internal and external to their schools, and hence a broader view of workplace than is often proposed. Together these
analyses allowed an examination of the relatedness between individual beginning teachers and the schools they experienced.
This paper identifies the significance of ontogeny and expectation that individuals bring to the workplace, along with individuals
exhibiting different agency. These beginning teachers indicate how individuals can be proactive in creating more expansive
learning environments for themselves through the utilisation of personal networks, even when these are not offered. This finding
may have implications for beginning teachers to re-evaluate their potential to become empowered as they begin their careers. 相似文献
75.
Rosemary Flanagan 《Psychology in the schools》1995,32(1):5-11
Little literature addresses the difficulty of conducting an unbiased assessment of youngsters whose second language is English but who are conversational in English and no longer qualify for English as a Second Language services. Academic difficulty frequently persists, although the children appear functional in English. The use of the Kaufman Assessment Battery for Children (K-ABC) is discussed in relation to the Wechsler Intelligence Scale as a second measure of cognitive ability for youngsters of various linguistic backgrounds. In the cases presented, the use of the K-ABC illustrated that the youngsters had higher cognitive ability than was measured by the Wechsler Intelligence Scale for Children-Revised (WISC-R), which in turn guided educational decisions. Additionally, the utility of the K-ABC for assessing youngsters from linguistic backgrounds that may not be adequately represented in the norm sample is suggested. Implications for school psychology practice are discussed. 相似文献
76.
Nicola Yuill Darren Pearce Lucinda Kerawalla Amanda Harris Rosemary Luckin 《Journal of Research in Reading》2009,32(1):109-125
Two studies assessed the role of Separate Control of Shared Space (SCoSS) technology in supporting peer collaborative discussion and comprehension. We hypothesised that providing equitable shared input to two literacy tasks (both good predictors of comprehension skill) would support discussion to promote the joint construction of meaning, and hence individual progress. Study 1: 50 7–9‐year‐olds took a reading‐specific multiple classification (RMC) pre‐test, categorising words on two dimensions, before training on the task in pairs using SCoSS, dual‐control or individual technology. Discussion produced more accurate post‐test classification performance and SCoSS was associated with higher frequency of statements during training that combined both RMC dimensions (surface form and meaning of words). Study 2: 12 8–9‐year‐olds were pre‐tested on story recall and worked in pairs on a SCoSS‐supported story construction task, requiring collaborative inference‐making, hypothesis generation and selection. Post‐test story recall was predicted by the frequency of deductive causal statements during training. We discuss how technology can be used to promote collaboration and discussion that supports joint understanding and individual comprehension development. 相似文献
77.
Rosemary Stewart 《Higher Education Quarterly》1992,46(2):157-165
This paper, drawing on a six-country study, summarises the pressures to change on organisations and managers in both public and private sectors. The differences and similarities between the experiences of managers in the two sectors are drawn out and some conclusions about the lessons each can learn from the other are suggested. 相似文献
78.
79.
Rosemary A. Rosser John Mazzeo Patricia F. Horan 《Contemporary educational psychology》1984,9(2):135-145
In this examination of young children's acquisition of geometric skills, spatial performances were conceptualized as specific combinations of actions applied within stimulus contexts. Since both actions and context can vary, a number of different combinations can be specified. In this study, the relationships among eight such combinations were examined and predicted patterns compared with observed ones. Fifty-four 3-, 4-, and 5-year-old children were presented with 24 geometric displays depicting a variety of geometric relations. Subjects were required to either match or recall the displays in both a reconstruction and a recognition task format thereby responding across different types of action demands. The geometric displays depicted information organized either around a single axis (horizontal or vertical) or around both axes, the variation in context. The results of a mixed design ANOVA revealed a good fit with the hypothesized predictions. The findings are discussed in terms of the development of spatial skills, information theory, and of skill generalization. 相似文献
80.