Finding knowledge on the Internet: implications for the knowledge-driven curriculum

This article offers a critique of Michael Young’s perspective on the Internet as it relates to the knowledge-driven curriculum he supports. I argue that the Internet is a site of both theoretical knowledge and everyday concepts which challenges the differentiation of knowledge that premises much of Young’s writing. Google searches from the perspective of a student and teacher show that theoretical knowledge with vertical links to subject and disciplinary communities as well as coherence built through links between concepts is fairly readily accessed on the Internet. The importance of information literacy for students, the critical need to curate content on the web, as well as the implications for the curriculum of framing ‘knowing’ as encompassing ‘being familiar’ and comprehending’ are highlighted.     

Enhancing large-class teaching: a systematic comparison of rich-media materials

Large cohorts (>200 students) are an ever-increasing presence in the UK higher education (HE) sector. Providing excellent teaching and learning to these large classes is an ongoing challenge for teaching faculty, a challenge intensified when the cohort comprises 85% non-native English speakers. This paper presents the findings of a project to supplement face-to-face lectures on a large campus-based taught MSc programme with a set of rich-media materials. These resources consisted of audio podcasts, audio-narrated slides, short video segments and full-video lecture capture. The aim of the study was to examine student usage of, and preference for, these different rich-media materials. Key findings are that students valued most highly the full-video lecture capture followed by the audio-narrated slides, using the materials primarily to consolidate their understanding and as revision aids. Students also emphasised the central importance of the face-to-face lecture – viewing the rich-media materials as complementary to, rather than as a replacement for the traditional lecture. Nor did the majority of students see the provision of videoed lectures as a reason for non-attendance at lectures. The findings of this study provide confirmatory evidence of the ongoing importance of the traditional lecture in large cohort HE teaching together with an acknowledgement of the benefits that rich-media materials can bring to the student learning experience.     

石窟寺文物数字化的内涵——融学术、技术、艺术于一体

本文从学术、技术和艺术角度详细阐述了石窟寺文物数字化的内涵。首先,敦煌石窟数字化学术是基础,了解敦煌学知识,挖掘学术价值,依据文物保护法,采用科学的文物保护理念,利用摄影与计算机理论知识制定数字化方案,指导实际工作;其次,要制定数字化的工作流程和标准规范,不断地引进新的技术,利用多种技术手段对石窟寺进行数字化工作,永久保存数据;最后,加强数字化成果的应用,拓展思路,以艺术为目的,将价值极高的敦煌石窟展现给观众。     

Using statement banks to return online feedback: limitations of the transmission approach in a credit-bearing assessment

Electronic marking tools that incorporate statement banks have become increasingly prevalent within higher education. In an experiment, printed and emailed feedback was returned to 243 first-year students on a credit-bearing laboratory report assessment. A transmission approach was used, students being provided with comments on their work, but no guidance as to how they should use these remarks. A multiple-choice question test, undertaken before and after the return of feedback, was used to measure learning. Although returned comments included model answers, test scores showed no overall enhancement, even when students’ marks for their laboratory reports were initially hidden. A negative and significant (p = .010) linear trend between relative test scores and test date suggests that even modest improvements in subject knowledge were lost over time. Despite this, students could accurately guess their mark based on emailed feedback alone, estimated and awarded marks being linearly correlated (p < .001). It is concluded that statement banks organised according to published assessment criteria can ultimately help students to appreciate how their work was graded. However, students should be encouraged to produce a structured response to received feedback if self-assessment is to occur.     

Fostering Instructor Knowledge of Student Thinking Using The Flipped Classroom

Abstract

In this article, we share a model of flipped instruction that allowed us to gain a window into our students’ mathematical thinking. We depict how that increased awareness of student thinking shaped our mathematics instruction in productive ways. Drawing on our experiences with students in our own classrooms, we show how flipped instruction can be used to design experiences that help students make sense of mathematics during class sessions.     

信息技术在小学教育体育专业田径普修课教学中的应用

信息技术应用于小学教育体育专业田径普修课教学是提高教学质量的有效方法。优化教学内容和拓宽教学时空应加强开发互联网资源,发挥理论指导实践及两者相互渗透应制作田径多媒体课件,提高学生参与主动性应使用视频图像技术记录和分析学生技能表现,实现对学生进行过程性评价应充分利用计算机管理优势。     

心智游移的适应性功能及其理论解释

心智游移是指注意从当前任务或者外界环境转移到内部想法和感觉的现象。尽管以往的研究主要关注心智游移的代价,但是最近的研究发现心智游移也具有一些积极的适应性功能。相关功能主要包括外部监控、自传体计划、提高创造力、促进决策和降低负性情绪等。相应的理论解释有情境管理假说、内容管理假说、意识连续体假说等。未来的研究应该进一步为相关功能提供直接的证据,也可以从内容管理、时间管理和情境管理的角度探索提高心智游移适应性功能的技术。     

基于应用技术大学特征的《税务筹划》课程教学模式建构研究

将《税务筹划》课程构建成培养目标需要化、教学内容项目化、仿真平台实践化、校企合作岗位化、考核成绩过程化的新教学模式,以实现应用技术大学的应用性、适用性、技术性等特征,培养适应企业需求的应用型高级专门技术人才。     

超越道德调节

传统技术道德问题的思考主要表现在对技术所具有的道德调节作用上的分析,即技术如何调节人类的道德行为。这一传统方式主要基于人本主义的设定,即人与技术之间存在着严格边界,人具有道德自主性,技术是无自主性的。但是会聚技术、大脑植入、智能环境等新技术带来的根本问题逐步取消人与技术之间的严格边界,技术与身体彼此融合介入,并且以新的形式影响着人类道德决策。理解这些问题,必须采取超人类主义的态度,必须超越传统的技术道德调节形式。新技术给人类带来了两种新型关系:赛博格关系与复合关系。只有在超人类主义的基础上,才能够有效分析新技术与人之间所呈现出来的新型关系——赛博格关系、复合关系——及其道德意蕴。     

现代信息技术在高职实验室管理中的应用

现代信息技术不仅是一种技术,更重要的是作为一种理念。高职实验室管理与现代信息技术的应用密不可分,它需要有与其相对应的信息支持才能建立起真正的实验室管理机制。在此,基于笔者的工作经历,结合高职实验室管理现状,对现代信息技术在高职实验室建设与管理中的运用进行分析。