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101.
Educational institutions are required to find new pedagogical and cognitive models and practices to cope with the challenges
of an emerging knowledge society. In creating a theoretical and practical model for future education, Scardamalia and Bereiter
have proposed the concept of knowledge building. An early implementation of this idea was in the networked classroom software
and ancillary structures known as Computer-Supported Intentional Learning Environment (CSILE). The present study aimed to
explore the indicators of knowledge building in computer-mediated discourse among 26 11-year-old Finnish students. The data
were collected during a four-week course on Energy, and consisted of students' postings stored in the CSILE database. Analysis
revealed three pedagogically and cognitively different modes of discourse: social-oriented, fact-oriented, and explanation-oriented.
These modes differed essentially from each other in the nature of the knowledge which students constructed during discourse
and in the object and focus of students' communication. During explanation-oriented discourse, students actively used abstract
and scientific concepts and the objects of their comments were theories, ideas and methods of research. Such activity is a
component of knowledge building.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
102.
The present study examines the role of communication in shaping norms and behaviors with significant personal and societal consequences. Based on primary socialization theory and the general theory of family communication, parental anti-substance-use socialization processes were hypothesized to influence early adolescents’ substance-use norms and behaviors. Using longitudinal data (N?=?1059), the results revealed that parent-adolescent prevention communication about substance use in the media and parental anti-substance-use injunctive norms were positively associated with early adolescents’ personal anti-substance-use norms, which, in turn, led to decreases in recent alcohol, cigarette, and marijuana use. It was also found that family expressiveness and structural traditionalism positively related to the hypothesized association between parental socialization processes and early adolescents’ norms and behaviors. 相似文献
103.
University-incubator firm knowledge flows: assessing their impact on incubator firm performance 总被引:2,自引:0,他引:2
Technology incubators are university-based technology initiatives that should facilitate knowledge flows from the university to the incubator firms. We thus investigate the research question of how knowledge actually flows from universities to incubator firms. Moreover, we assess the effect of these knowledge flows on incubator firm-level differential performance. Based on the resource-based view of the firm and the absorptive capacity construct, we advance the overarching hypothesis that knowledge flows should enhance incubator firm performance. Drawing on longitudinal and fine-grained firm-level data of 79 technology ventures incubated between 1998 and 2003 at the Advanced Technology Development Center, a technology incubator sponsored by the Georgia Institute of Technology, we find some support for knowledge flows from universities to incubator firms. Our evidence suggests that incubator firms’ absorptive capacity is an important factor when transforming university knowledge into firm-level competitive advantage. 相似文献
104.
Proponents highlight the potential of flexible and technology-rich spaces, referred to as innovative learning environments (ILEs), to shape activities and behaviours able to affect a desired pedagogical change. With much of the attention on the design of the physical learning environment, there has been a limited interrogation of what happens in the transition from traditional spaces to ILEs. As a result, this study applied the Linking Pedagogy, Technology, and Space (LPTS) observational metric through a single subject research design (SSRD) to understand how teachers, and their students, transitioned from traditional spaces to occupy an ILE. The application of statistical and visual analysis ascertained the degree of short- and longer-term pedagogical changes made by individual teachers and correlated these to effects on learning experiences. Corroboration with the thematic analysis of teacher focus group presents an account of the spatial transition between and the pedagogical return of different learning spaces. 相似文献
105.
In this paper we examine the strategic role of data resources in emergent industries. We contrast the resource-based view and the relational view theories to examine how data resources can help organizations create and capture value. We compare two organizations from two different industries to understand how different types of data resources can provide a competitive advantage. We also examine the role of strategic partnerships in capturing value created through the exploitation of data resources. We conclude that while data often serve as a required resource for entry into new markets, strategic partnerships play a critical role in capturing value created through the exploitation of data resources. The emergent partnership structures are remarkably similar across the two organizations. They target rapid market expansion through encapsulation of data resources within highly scalable web services and the use of standardized legal contracts. We also find that temporal decoupling between value creation and value capture can expose firms to the erosion of the competitive advantage gained through investment in data resources. 相似文献
106.
Grounded design of web-enhanced case-based activity 总被引:1,自引:0,他引:1
Hyeonjin Kim Michael J. Hannafin 《Educational technology research and development : ETR & D》2008,56(2):161-179
Cases have been used in education through a variety of methods, such as case written analysis, case discussion, and case development.
Recent case definitions and uses have extended their traditional uses. In case-based reasoning, cases are considered to represent
knowledge, and the use of cases is integral to an individual’s problem-solving process. Case-based activity (CBA) builds on
CBR research and theory, emphasizing the transition of novices toward experts’ reasoning and applications. The purpose of
this paper is to present the theoretical assumptions and principles for designing grounded, web-enhanced CBA. Findings from
recent implementations and implications for design are presented. 相似文献
107.
Johnna Darragh 《Early Childhood Education Journal》2007,35(2):167-171
This article introduces the framework of Universal Design for Early Childhood Education (UDECE). The goal of the framework
is to synthesize best practices within the field of early childhood education and special education, providing a template
to support access and equity for all children. The UDECE framework includes examination of issues of access, the provision
of high quality educational practices, and issues of accountability for success and equity. By placing the needs of all children
at the core, UDECE extends philosophies embracing full inclusion into pathways through which this goal can be supported. 相似文献
108.
While research underpinned by the resource-based view (RBV) appears to suggest that IT-enabled capabilities are positively linked to competitive advantage, such a link is often seen as a black box as the processes through which competitive advantage can be gained appears unclear. In particular, research appears to suggest that information processing capability is linked to decision-making effectiveness and competitive advantage; however, little research appears to examine the interrelationship among them. This study, drawing on the RBV, develops a mediation model to examine the link between competitive advantage and the key tenets of value, rarity, inimitability and non-substitutability of information processing capability in the context of business analytics; and whether this link is mediated through decision-making effectiveness. Based on data collected from 633 UK companies, this study shows that there is a positive link between the value, rarity and inimitability characteristics of information processing capability and competitive advantage, which is partially mediated by decision-making effectiveness. The findings contribute to the theoretical development of the RBV by developing a mediation model that looks inside the black box. They also contribute to managers’ knowledge and understanding of the mechanism through which the strategic value of information processing capability can be maximized. 相似文献
109.
Sean C. McWatt Genevieve S. Newton Gary J. Umphrey Lorraine C. Jadeski 《Anatomical sciences education》2021,14(2):184-200
Many institutions rely upon prosection-based laboratories as more resource-efficient and time-effective alternatives to traditional cadaver dissection for human anatomy education. To facilitate growing enrollment numbers despite resource limitations, the University of Guelph (a non-medical institution) introduced a modified “stepwise” prosection-based laboratory cohort to supplement a dissection-based course. In this design, all students attended the same lectures, but those in the dissection-based cohort learned by performing regional dissections and students in the prosection-based cohort studied from those dissections. Prosection students thereby witnessed a “slow reveal” of structures throughout the course. This study compared the perceived course experiences, student approaches to learning, and academic performance between the two groups. Multiple linear regression analyses were used to isolate the effect of the laboratory environment on student approaches to learning and academic performance from demographic and situational covariates. Both groups reported positive course experience ratings and high average final grades that were not statistically dissimilar (P > 0.05), increased reliance on deep approaches to learning (P = 0.002), and decreased reliance on surface approaches to learning (P = 0.023). When controlling for covariates, participation in dissection had small but statistically significant positive associations with deep approaches to learning (P = 0.043), performance on laboratory oral assessments (P < 0.001), and average final grades (P = 0.039). Ultimately, both designs promoted meaningful learning and desirable performance outcomes, indicating that both dissection and stepwise prosection have the potential to facilitate high quality human anatomy instruction. 相似文献
110.
How do we know when students have learned? is an important question. By way of a narrative example of a classroom lesson, the Essentialist philosophy is described. This philosophy is teacher-directed and lacks any inherent requirement for student understanding. Rather, a teacher delivers the required information, and students absorb then give back what was delivered. Five missing characteristics of learning—understanding, thinking, problems, questions, and feedback—from the narrative classroom are briefly discussed, and a student-centered philosophy is presented, which has the ability to support and sustain learning that is rich, substantial, and meaningful. 相似文献