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341.
走向全球:开放与远程教育所面临的危险与前景 总被引:2,自引:0,他引:2
过去十年以来,电子学习、远程学习技术,以及精细化的教学设计、方法和支持服务等的发展表明,这些创新革新了高等教育的国际化阶段.而且,全球化正在驱动国际经济、社会、政治、文化、政治生活等相互关联的方方面面,这又进一步表明电子学习(或者是远程、混合学习、分布式学习或过几周又会有新的术语)已经创造了一个新的世界.确实,这只是刚刚开始(Olcott,2008,2008a).本文将探讨国际化、跨境高等教育、远程学习等一系列问题,有些评论可能会引起争论、有争议的.但生活就是这样!而且,这些评论直接针对学院和大学的校长.这又是为什么呢?就像杜鲁门所说的"责任到此,不能再推." 相似文献
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Erica McWilliam Don Sanderson Terry Evans Alan Lawson Peter G. Taylor 《Asia Pacific Journal of Education》2006,26(2):209-224
Universities are under no less pressure to adopt risk management strategies than other public and private organisations. The risk management of doctoral education is a particularly important issue given that a doctorate is the highest academic qualification a university offers and stakes are high in terms of assuring its quality. However, intense risk management can interfere with the intellectual and pedagogical work which are essentially part of doctoral education. This paper seeks to understand how the culture of risk meets the culture of doctoral education and with what effect. The authors draw on sociological understandings of risk in the work of Anthony Giddens (2002) and Ulrich Beck (1992), the anthropological focus on liminality in the work of Mary Douglas (1990), and the psychological theorising of human error in the work of James Reason (1990). The paper concludes that risk consciousness brings its own risks—in particular, the potential transformation of a culture based on intellect into a culture based on compliance. 相似文献
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The Cultural Roots of Professional Wisdom: Towards a broader view of teacher expertise 总被引:2,自引:0,他引:2
Perhaps the most pressing issue concerning teacher education and training since the end of the Second World War has been that of the role of theory—or principled reflection—in professional expertise. Here, although the main post-war architects of a new educational professionalism clearly envisaged a key role for theory—considering such disciplines as psychology, sociology and philosophy as indispensable for reflective practice—there are nevertheless well-rehearsed difficulties about crediting such disciplines with quite the (applied) role in educational practice of (say) physiology or anatomy in medical practice. This paper argues that while recent developments in professional teacher education and training may have moved on from erstwhile instrumentalist and/or applied science (competence and other) perspectives, there may yet be a case for further progress towards a rather more sophisticated philosophical psychology of teacher knowledge and expertise. 相似文献
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Katniss Everdeen, the narrator and protagonist of Suzanne Collins’ Hunger Games Trilogy, survives the grueling ordeal of forced participation in two games to the death through both physical prowess and mental agility. Both within and outside of the Games, she demonstrates information and media literacies. By becoming adept at interpreting and using information and the media, she not only survives, but also outwits the Gamemakers, undermines the power of the Capitol, and sparks a revolution. Collins’ novels thus reflect, model, and critique the information and media practices of the society in which Katniss lives—and, by extension, those of our own society. In addition, the books suggest that information and media literacies can be powerful tools of resistance for people oppressed by totalitarian governments. For Katniss, surviving the Games requires these literacies; at the same time, the Games themselves, and more broadly speaking the oppressive government of the Capitol, facilitate their development. 相似文献
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Children's Literature in Education - The framework of visual grammar (Kress and van Leeuwen, 2006, via Serafini, 2014) is used to examine the artwork of Laurie Halse Anderson and Emily... 相似文献
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In this study silent reading by adults ranging in age from 35 to 90 years was investigated. The texts to be read were printed in black on white paper with character sizes varying from 1–9 mm x-height (visual angle 0.19° to 1.67°). In order to separate age effects from visual-acuity effects, subjects with different levels of visual acuity (0.1–2.5 decimal acuity) participated in the experiment. Silent reading rate was employed as the dependent variable. Visual acuity affected reading rate most, followed by letter size. In normal-acuity subjects the variance in reading rates decreased as a function of age. Reading rates initially increased rapidly with increasing letter size, but after reaching an optimum gradually declined again as letters became larger. For the different acuity classes there appeared to be clearly optimal letter sizes, varying from 1.9 for the highest acuity group to 6 mm for the lowest acuity group at the 33 cm reading distance employed. However, the optimal reading rates of visually impaired subjects found in this study remained below those of individuals with normal acuity. This suggests that visual impairment is a more general neural phenomenon rather than merely a deficient optical image. The obtained reading-rate data could be accurately described by a theoretical model encompassing a decoding process and an integration process. It appeared that the model predictions were entirely determined by the smallest letter size at which reading is just possible with a specified visual acuity. It is concluded that both decoding and integration are dependent on visual acuity and that, in the absence of specific visual defects, ageing effects in reading can be completely explained by gradual lowering of visual acuity having its origin in central mechanisms. 相似文献