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Brian Hudson Alison Hudson John Steel 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(5):733-748
This paper focuses on research into the student experience as participants in the development of an international online community. The background context for this is an international master’s programme and the specific context for the research is a module on Digital Media Applications (DMA), which are outlined. The programme design emphasises peer and formative assessment practices and the pedagogical approach aims to foster group collaboration in international teams. Following an overview of the research methods adopted, a number of emergent themes from the data analysis of student diaries are discussed, including issues of language, culture and identity. In conclusion, we offer some reflections on these issues and discuss the underpinning assumptions (in relation to assessment practices in particular) that have given direction to our subsequent ongoing research and development. 相似文献
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Brian Kahin J.D. 《Archives and Museum Informatics》1988,2(2):35-35
Research Affiliate, Research Program on Communications Policy M.I.T., 254 Concord Ave, Cambridge, MA 02138 相似文献
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This article presents findings from a one–year research project undertaken by experienced researchers and practitioners from the University of Strathclyde. Eleven comprehensive schools in Scotland were involved and the aim of the study was to evaluate the effectiveness of in–school support systems for young people who display challenging behaviour. Pupil Support Bases (Pupil Referral Units) had been set up in most of the schools aimed at reducing exclusion rates and these were examined from the perspective of all stakeholders – teachers, parents, young people and key inter–agency personnel. The specific focus of this article is the views of the young people who, although often perceived as disruptive, disaffected and troubled, were surprisingly articulate. They had clear messages for all professionals and, in this article, Paul Hamill, Head of the Department of Educational Support and Guidance, and Brian Boyd, a Reader in the Language Education Department, ensure that their voices are heard. 相似文献
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