The Educational Object Economy: Alternatives in Authoring and Aggregation of Educational Software

The Educational Object Economy (EOE) emerged from research on end-user authoring tools for multimedia software and, by 1997, developed into a library of over 2000 freely available interactive simulations for learning. The organization's original goals and its ongoing interest in alternative methods of software authoring led to continuing connections with component-based software development and collaborative development models. Subsequent focus on learning resource development in developing countries has led to contributions to projects in India, Turkey, Brazil, and other countries. Although the need for learning resources in these and other countries is great, component-based approaches have not yet been adopted.     

Dynamique socio-économique et crise familiale et éducative en côte-d'ivoire de 1960 a 1990

International Review of Education - This article reflects on the crisis affecting the sphere of the family and education in Côte d'Ivoire between 1960 and 1990. The country's family...     

Utilisation conjointe du milieu et des ressources technologiques pour la formation des maîtres

Perusse, P., Décamps, E.A. and Pécot, F. “Utilisation conjointe du milieu et des ressources technologiques pour la formation des maîtres,” Revue ATEE Journal 3(1980)119‐133.

The training of teachers simply must develop. Yet, this development is at times thwarted by the latent conservative attitude of education. The introduction of educational technology, the technical and psychological integration of new teaching practices and more precisely of the latest products of audiovisual research, together with the computerized communications systems could provide the opportunity for that necessary break between the past and the present.

The resulting modification of relationships between those who teach and those who are taught, the new definition of tasks, and more particularly the part given to learners in the training of future teachers will make possible an opening towards the outside world and the coming into existence of a school of responsibility through responsibility. The first experiments show that we still have a long way to go before that aim is achieved.     

Higher education and the marketization of compulsory schooling: english universities and academy sponsorship

ABSTRACT

Recent policy emphasis on market mechanisms to drive up the performance of education systems has resulted in rising fees and increased competition in higher education in England, and in the creation of different types of self-governing state-funded schools run independently of municipal authority in compulsory schooling. University sponsorship of Charter Schools in the US raises issues which this article examines in relation to university sponsorship of academies in England. The article provides a quantitative overview of university sponsorship of academies over the last decade and explores how the policy context has shaped the discursive construction of sponsorship by the institutions concerned. Different patterns of sponsorship linked to institutional position and differentiated discourses of ‘sponsorship’ consistent with ‘academic entrepreneurship’ are identified. The discursive function of sponsorship is argued to extend to a legitimation of the policy itself reflected in increasing government pressure on universities to sponsor academies.     

Tracking facial features with occlusions

INTRODUCTION As one of the most interesting applications of image analysis and processing, facial expressions tracking has received great attention in the last few years. It can be explained by some reasons, such as increasing interest to human-computer-interaction (HCI), video conferencing systems, entertaining ap- plications, and automatic 3D face modelling. Ex- pression tracking is the process of retrieving facial expression information (i.e. location or relationship of facial feature…     

How often do students working in two‐person teams report that work was shared equitably?

There are many reasons to assign group projects but determining the grade for each individual working in a group can be problematic. Self and peer assessments of contributions to a group project can be used to adjust individual grades. Most studies of such assessments have considered teams with three to seven members. This study documents the degree of congruence between self and peer assessments of contributions to a project assigned to teams of two people. The majority of students (88.6%) assigned equal credit to themselves and to their partner. Only 16.2% of students had their grades adjusted by the assessment process and most of those adjustments were small. These findings may alleviate concerns of instructors and students about the fairness of assigning individual grades to students working on a project in teams of two.     

Structural properties of perceived power relations in an educational setting

Students' perceptions of the social power of twelve representative figures on the college campus were analyzed using the Tucker-Messick individual differences model for multidimensional scaling. Based upon the work of Cliff and Pennell, the power judgments of four real individuals who spanned the four-dimensional space of individuals were scaled. These perceptual spaces were then interpreted in terms of the other variables studied. Of the four spaces examined, all contained a component which reflected the judged overall power of the figures. For two of the spaces in which subjects were also highly external in their locus of control beliefs, overall power was the only reliable dimension. The remaining two spaces were more complex and contained dimensions reflecting in one case expertise and in the other propinquity as bases of social influence.