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171.
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Tania Smith 《Innovative Higher Education》2008,33(1):49-63
This article presents research and narratives on the integration of course-based peer learning assistants into seven courses.
A new curricular peer mentoring program was piloted in the 2005–2006 academic year in an interdisciplinary liberal arts college
at a large Canadian research university. Undergraduate students enrolled in a practicum course which supported their learning
while they collaborated with the “host instructor” of the course in which they served as peer mentor. Assistants’ roles varied
and included individual tutoring, help via email, online discussion facilitation, small group facilitation, in-class presentation
and discussion facilitation, and extracurricular study groups. Their integration into scheduled class activities resulted
in participating students’ perception of enhanced learning. Data included peer mentors’ assignments, host instructor feedback,
and student surveys.
Tania Smith is an Assistant Professor of Communications Studies in the Faculty of Communication at the University of Calgary, Canada. She received her Ph.D. in English in the Rhetoric and Composition program from Ohio State University and teaches rhetoric and professional communication. She researches the development of communities and individuals in advanced informal or experiential education, inquiry based learning, community service learning, collaborative learning and mentoring, and the rhetorical formation of eighteenth-century British women writers. She can be contacted at smit@ucalgary.ca Faculty of Communication and Culture, University of Calgary, 2500 University Dr NW, Calgary, AB T2N 1N4, Canada. 相似文献
Tania SmithEmail: |
Tania Smith is an Assistant Professor of Communications Studies in the Faculty of Communication at the University of Calgary, Canada. She received her Ph.D. in English in the Rhetoric and Composition program from Ohio State University and teaches rhetoric and professional communication. She researches the development of communities and individuals in advanced informal or experiential education, inquiry based learning, community service learning, collaborative learning and mentoring, and the rhetorical formation of eighteenth-century British women writers. She can be contacted at smit@ucalgary.ca Faculty of Communication and Culture, University of Calgary, 2500 University Dr NW, Calgary, AB T2N 1N4, Canada. 相似文献
173.
The ubiquity and educational potential of mobile applications are well acknowledged. This paper proposes six theory-based, pedagogical strategies to guide interaction design of mobile apps for young children. Also, to augment the capabilities of mobile devices, we used a humanoid robot integrated with a smartphone and developed an English-learning app that applied the design strategies to this environment. Our observations of children's one-on-one use support the promise of the strategies and the combined use of robots and mobile devices to be a viable option to help optimize mobile learning. 相似文献
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This study reports on a very successful collaboration between teacher education courses in Manchester and Amsterdam and the Van Gogh Museum in Amsterdam. The central aim of the initiative was to promote and sustain partnerships between Higher Education (HE) institutions, public galleries and schools with a view to developing, delivering and sharing good practice in art and design within a European context. 相似文献
176.
Can measurement specialists’current ideas about content validation be implemented with licensure examinations? Does pressure of litigation facilitate or inhibit conducting validity studies? 相似文献
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