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21.
As in many other parts of the world, ‘academic literacy’ has emerged as both a concern and a contested concept in South African universities. In this article we focus specifically on academic reading, which we argue is a relatively underemphasized aspect of academic literacy. This article is the product of reflections on academic reading during and subsequent to the development and presentation of a postgraduate module presented at Stellenbosch University. It briefly explores the literature on academic literacy; develops the Bourdieusian perspective on academic reading that we used to develop the module; and concludes with a discussion of the module. Our intention was to make ‘reading as social practice’ more visible to students. Bourdieu's concepts of ‘competence’, ‘habitus’ and ‘field’ set the scene for a discussion of the role of reading in different disciples and more generally within the social sciences and humanities. 相似文献
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Animation in computer-based instruction 总被引:1,自引:0,他引:1
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Roger A. Girard Stephen E. Radecki Robert C. Mendenhall Stephen Abrahamson John S. Lloyd 《Assessment & Evaluation in Higher Education》1982,7(3):269-288
The University of Southern California has conducted a series of 24 surveys of the professional activities of physicians and surgeons in the United States. The surveys encompass more than 10,000 respondents representing 65.8% of all practising physicians in the United States and its territories. Using a specially‐developed “log‐diary” recording instrument, these physicians reported data on the care they provided during hundreds of thousands of encounters with their patients. This article provides an exposition of the study's unique methodology, presents illustratative data for 5 of the 24 specialities surveyed (cardiology, family practice, general internal medicine, orthopaedic surgery and psychiatry), and discusses the study's relevance and implications for medical education. 相似文献
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The effects of visual grouping strategies involving animated and static graphic presentations on selective attention were
studied. Also studied was the ability of students to learn a scientific rule presented incidentally in an animated sequence.
A total of 39 fourth-graders participated in an introductory lesson on Newton's laws of motion. Two levels of Visual Presentation
(Static Graphic, Animated Graphic) were crossed with two levels of Visual Grouping (Grouped, Ungrouped). A within-subjects
factor consisted of two levels of Learning Intent (Intentional, Incidental).
Results showed that students given animated presentations of lesson content outperformed students receiving static presentations,
but only when the animated lesson frames were presented in groups, or “chunks,” of textual and visual sequences. Results also
showed that students were able to successfully extract information pertaining to an application of Newton's second law incidentally
presented in animated sequences. These latter results replicate earlier findings. 相似文献
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D. Lloyd‐Kolkin 《Learning, Media and Technology》1981,7(3):90-92
A major investment in educational television programmes by the federal government led the United States Department of Education to seek ways to extend the audience size for these programmes beyond public television by placing them on commercial broadcast stations in America. This article describes the programmes, the marketing organization and strategies used to promote programming to the commercial marketplace, and the successes achieved in persuading commercial broadcasters to accept educational children's programming, particularly programmes aimed at minority audiences. 相似文献