Collaborations between researchers and practitioners have recently become increasingly popular in education, and educational design research (EDR) may benefit greatly from investigating such partnerships. One important domain in which EDR on collaborations between researchers and practitioners can be applied is research on simulation-based learning. However, frameworks describing both research and design processes in research programs on simulation-based learning are currently lacking. The framework proposed in this paper addresses this research gap. It is derived from theory and delineates levels, phases, activities, roles, and products of research programs to develop simulations as complex scientific artifacts for research purposes. This dual-level framework applies to research programs with a research committee and multiple subordinate research projects. The proposed framework is illustrated by examples from the actual research and design process of an interdisciplinary research program investigating the facilitation of diagnostic competences through instructional support in simulations. On a theoretical level, the framework contributes primarily to the literature of EDR by offering a unique dual-level perspective. Moreover, on a practical level, the framework may help by providing recommendations to guide the research and design process in research programs.
In this paper, we present the design and the results of a comparative study that evaluated the success of a transfer of an online-teaching resource between two universities, one in Germany and one in the USA. The teaching resource is an online physics lab that has been used in the physics education of medical students in Germany since 2003. The online lab covers geometrical optics and the optics of the human eye using interactive screen experiments. It was translated and transferred to a university in the USA where it was used and evaluated with a group of pre-health students. In a cross-national study, students’ backgrounds (demographic data, selected cognitive abilities, previous knowledge, and self-concept in physics), students’ attitudes towards the online lab, and their learning gain were compared. The results show significant differences between the German and the US cohorts with regard to students’ backgrounds. Despite these differences, the outcomes are similar, with slightly higher leaning gains for the US students. Students’ attitudes towards the online lab are similar in both countries but tend to be more positive among the US students. The results indicate that the transfer of the online lab to another educational system was successful. 相似文献
The present multimethod longitudinal study aimed at investigating development and stability of implicit memory during infancy and early childhood. A total of 134 children were followed longitudinally from 3 months to 3 years of life assessing different age‐appropriate measures of implicit memory. Results from structural equation modeling give further evidence that implicit memory is stable from 9 months of life on, with earlier performance predicting later performance. Second, it was found that implicit memory is present from early on, and no age‐related improvements are found from 3 months on. Results are discussed with respect to the basic brain structures implicit memory builds on, as well as methodological issues. 相似文献
Business Process Management (BPM) is a topic of greatest relevance to government innovation. While the concept originally stems from the private sector, public sector organizations have established BPM capabilities and are in the move of developing these further. Despite the importance of the phenomenon, literature does however not yet provide a comprehensive picture of BPM capabilities in governments. In this paper, we thus examine BPM capabilities on the local government level by means of an intertwined quantitative survey and (representative) qualitative in-depth case study. We identify a set of BPM challenges and reflect on the power of prevalent BPM capability assessment and development models, mostly maturity models, to provide good guidance. We suggest taking into account organizational positions in order to overcome the significant shortcoming of the ‘maturity’ concept, especially the focus on convergence towards an “ideal” state. Thus, we argue for developmental models following divergence theories. Implications for practice and potentially fruitful avenues for future research are discussed in the light of our findings. 相似文献
Search engine results are often biased towards a certain aspect of a query or towards a certain meaning for ambiguous query terms. Diversification of search results offers a way to supply the user with a better balanced result set increasing the probability that a user finds at least one document suiting her information need. In this paper, we present a reranking approach based on minimizing variance of Web search results to improve topic coverage in the top-k results. We investigate two different document representations as the basis for reranking. Smoothed language models and topic models derived by Latent Dirichlet?allocation. To evaluate our approach we selected 240 queries from Wikipedia disambiguation pages. This provides us with ambiguous queries together with a community generated balanced representation of their (sub)topics. For these queries we crawled two major commercial search engines. In addition, we present a new evaluation strategy based on Kullback-Leibler divergence and Wikipedia. We evaluate this method using the TREC sub-topic evaluation on the one hand, and manually annotated query results on the other hand. Our results show that minimizing variance in search results by reranking relevant pages significantly improves topic coverage in the top-k results with respect to Wikipedia, and gives a good overview of the overall search result. Moreover, latent topic models achieve competitive diversification with significantly less reranking. Finally, our evaluation reveals that our automatic evaluation strategy using Kullback-Leibler divergence correlates well with α-nDCG scores used in manual evaluation efforts. 相似文献