Pedagogical practices in non-formal adult literacy classes in Zambia

International Review of Education - In Zambia, adult literacy education is mainly provided in the form of non-formal literacy classes, with a general emphasis on the economic purpose of alleviating...     

赛博变革:在我们相互连接的世界里学习——AECT 2010年会评述与思考

四位作者作为AECT2010年会的参与者与组织者,首先对本届年会的主题内容,包括大会的主题报告、分会的研讨交流以及主席论坛的演讲等,做了全面而细致地回顾;然后在深入剖析会议主旨的基础上,根据其亲身经历与体会,论述了对本届年会的感悟与启示,其中包括对教育技术未来发展的展望以及对中国大陆教育技术领域所带来的参考与借鉴意义。     

Is outcome related to movement variability in golf?

The aim of this study was to develop a method to quantify movement variability in the backswing and downswing phase of the golf swing and statistically assess whether there was any relationship between movement variability and outcome variability. Sixteen highly skilled golfers each performed 10 swings wearing retro-reflective markers which were tracked by a three-dimensional (3D) motion analysis system operating at 400 Hz. Ball launch conditions were captured using a launch monitor. Performance variability was calculated for each body marker based on a scalene ellipsoid volume concept which produced a score representative of the 3D variability over the 10 trials. Outcome variability was quantified as the coefficient of variation of ball velocity for the 10 trials. The statistical analysis revealed no significant correlations between performance variability for each marker trajectory and outcome variability. Performance variability in the backswing or downswing was not related to ball velocity variability. It was postulated that individual players used their own strategies in order to control their performance variability, such that it had no effect on outcome variability.     

Statistical extremes and peak factors in wind-induced vibration of tall buildings

In the structural design of tall buildings, peak factors have been widely used to predict mean extreme responses of tall buildings under wind excitations. Vanmarcke’s peak factor is directly related to an explicit measure of structural reliability against a Gaussian response process. We review the use of this factor for time-variant reliability design by comparing it to the conventional Davenport’s peak factor. Based on the asymptotic theory of statistical extremes, a new closed-form peak factor, the so-called Gamma peak factor, can be obtained for a non-Gaussian resultant response characterized by a Rayleigh distribution process. Using the Gamma peak factor, a combined peak factor method was developed for predicting the expected maximum resultant responses of a building undergoing lateral-torsional vibration. The effects of the standard deviation ratio of two sway components and the inter-component correlation on the evaluation of peak resultant response were also investigated. Utilizing wind tunnel data derived from synchronous multi-pressure measurements, we carried out a wind-induced time history response analysis of the Commonwealth Advisory Aeronautical Research Council (CAARC) standard tall building to validate the applicability of the Gamma peak factor to the prediction of the peak resultant acceleration. Results from the building example indicated that the use of the Gamma peak factor enables accurate predictions to be made of the mean extreme resultant acceleration responses for dynamic serviceability performance design of modern tall buildings.     

Mapping experiences of pathological demand avoidance in Ireland

Pathological demand avoidance (PDA) is contended to be a distinct presentation within autism characterised by extreme levels of anxiety in response to the demands of everyday life, manifested in excessive levels of demand avoidance. This results in complex interactions with service providers in education and health settings, impacting on outcomes for individuals and their families. This national study sought to gather the viewpoints of individuals who experience PDA, families, and practitioners, with the intention of determining levels of knowledge, recognition and understanding of PDA; exploring current pathways to assessment and diagnosis; capturing experiences of access to education and healthcare services; identifying effective intervention and support strategies; and illuminating education and health outcomes for individuals and families. This mixed-method study collates survey responses from N = 264 parents, N = 9 life partners, N = 6 individuals experiencing PDA and N = 54 practitioners, and in-depth individual and focus group interviews from these cohorts. Findings suggest that a flexible, informed and individualised approach to assessment and service provision for individuals presenting with a PDA profile is essential. Practitioners universally referred to the necessity for a streamlined, integrated and multi-disciplinary approach. The reported disconnect between education and health systems indicates a need for access to services on an equitable basis.     

The critical, relational practice of instructional design in higher education: an emerging model of change agency

This paper offers an emerging interpretive framework for understanding the active role instructional designers play in the transformation of learning systems in higher education. A 3-year study of instructional designers in Canadian universities revealed how, through reflexive critical practice, designers are active, moral, political, and influential in activating change at interpersonal, professional, institutional and societal levels. Through narrative inquiry the voices of designers reflect the scope of agency, community and relational practice in which they regularly engage with faculty in institutions of higher learning.

Re-empowering academics in a corporate culture: an exploration of workload and performativity in a university

Neo-liberal reforms in higher education have resulted in corporate managerial practices in universities and a drive for efficiency and productivity in teaching and research. As a result, there has been an intensification of academic work, increased stress for academics and an emphasis on accountability and performativity in universities. The paper proposes that while managerialism in modern universities is now the norm, corporate approaches have disempowered academics in their institutions and reduced productivity because they ignore the nature of academic work. Using Foucault’s conception of power relations in institutions, policies that directly affect academic work such as workload allocation and performance management are identified as key ways in which power is exercised in universities. The paper reports on a case study in one university which explored the relationship between the academic workload allocation and performance management policies and concludes that a more balanced power relationship is needed in which academics can have more influence over these key processes which control their work so they preserve the self-managed aspects of academic work and the intrinsic motivations driving their careers.