智能时代教育研究的认识论变革与方法论转变

文章对教育领域的"三个世界"及其智能虚拟映射进行了认识切割,在此基础上提出了三个新的智能虚拟世界:代表数字化教育事实和存在的世界一’、代表人工智能教育认识的世界二’、代表人工智能教育思想和知识库的世界三’。文章指出,这三个新的智能虚拟世界是教育领域的"三个世界"在人工智能环境下的智能虚拟映射,扩展了传统教育研究的本体论假设,进而导致认识论的全方位变革。此外,文章还从认识主体、研究对象、研究范式、推理思维、知识表征等五个方面的变化,阐明了教育研究的认识论变革所引发的方法论转变。文章的研究有助于理解智能时代教育的过程与本质,并为教育人工智能系统的设计、开发与应用提供理论依据。     

Adaptation of lesson study in a Danish context: Displacements of teachers’ work and power relations

Though lesson study adaptations in the West have flourished, there is scarcity of associated culturally sensitive research. We contribute such research by exploring the conflicts that emerge when Danish teachers engage in lesson study. Using figured worlds, we analyze how teachers realize lesson study in their local setting through their dynamic orientations towards possibly conflicting worlds. We show how this realization challenges the teachers’ work and power relations and is influenced by broader issues of culture and power. We conclude that, in order to adapt lesson study in Denmark, it is necessary to address the overriding cultural characteristics we identify.     

Game-Based Learning in Virtual Worlds: A Multiuser Online Game for Medical Undergraduate Radiology Education within Second Life

Game-based learning can have a positive impact on medical education, and virtual worlds have great potential for supporting immersive online games. It is necessary to reinforce current medical students' knowledge about radiological anatomy and radiological signs. To meet this need, the objectives of this study were: to design a competition-based game in the virtual world, Second Life and to analyze the students' perceptions of Second Life and the game, as well as to analyze the medium-term retention of knowledge and the potential impact on the final grades. Ninety out of 197 (45.6%) third-year medical students voluntarily participated in an online game based on self-guided presentations and multiple-choice tests over six 6-day stages. Participants and non-participants were invited to perform an evaluation questionnaire about the experience and a post-exposure knowledge test. Participants rated the experience with mean scores equal to or higher than 8.1 on a 10-point scale, highlighting the professor (9.5 ± 1.1; mean ± SD) and the virtual environment (8.9 ± 1.1). Participants had better results in the post-exposure test than non-participants (59.0 ± 13.5 versus 45.3 ± 11.5; P < 0.001) and a lower percentage of answers left blank (6.7 ± 8.4 versus 13.1 ± 12.9; P = 0.014). Competitive game-based learning within Second Life is an effective and well-accepted means of teaching core radiological anatomy and radiological signs content to medical students. The higher medium-term outcomes obtained by participants may indicate effective learning with the game. Additionally, valuable positive perceptions about the game, the educational contents, and the potential benefit for their education were discovered among non-participants.     

Street Smarts vs. Book Smarts: The Figured World of Smartness in the Lives of Marginalized, Urban Youth

How smartness is defined within schools contributes to low academic achievement by poor and racial/ethnic minority students. Using Holland et al.’s (1998) [Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (Eds.) (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.] concept of “figured worlds,” this paper explores the “figuring” of smartness through the perspectives of marginalized youth. The youth made key distinctions between being book smart vs. street smart. This distinction is a direct challenge by the youth to the dominant discourse of smartness or “book smarts” as it operates in schools. To the youth, “street smarts” are more important because they are connected to being able to maneuver through structures in their lives such as poverty, the police, street culture, and abusive “others.” This distinction is key because street smarts stress agency in countering social structures whereas, for many of the youth, book smarts represented those structures, such as receiving a high school diploma. Implications for schools and pedagogy are discussed. B.A. earned from Indiana University – Bloomington, Masters and Ph.D. earned from University of North Carolina at Chapel Hill. Beth Hatt Fis an Assistant Professor of Educational Administration and Foundations at Illinois State University where she teaches research methods and social foundations of education. Her current research explores smartness as a cultural construct in schools and the media.     

菩提心与圆融自在——牟宗三《佛性与般若》的美学向度

牟宗三在《佛性与般若》一书里,所描述的佛菩萨境界是一菩提心即寂即照的圆融无碍的自由状态,从美学视域来看,亦是一审美境界的极致状态。天台圆教系统所彰著的相而无相无相而相的圆融义理,是探索建构实践-修证美学系统重要的思想资源。     

When Off-Campus Means Virtual Campus: The Academic Library in Second Life

ABSTRACT

This article discusses how a library's consistent policy of accessibility and foresight positioned itself to serve its students, faculty and staff in the virtual world of Second Life. Always ahead of the technological curve, this library has been the front-runner in providing services to distance learners via text messaging, “chat,” e-mail, and telephone services and via its laptop librarian project across the campus. It now is poised and ready to provide service in Second Life. Collaboration between the library and teaching faculty culminated in the creation, development, and furnishing of a library in Second Life, an environment that gives new meaning to “off-campus” learning. Without marketing, but as a visible presence, the Second Life library was able to attract both off-campus guests and affiliated students and faculty and even participated in campus-wide projects. This experiment has enjoyed the support of both the university and library administration.     

“个人信息世界”——一个信息不平等概念的发现及阐释

个人信息世界是作为信息不平等研究(特别是其整体性研究)的基础性概念而提出的。这一概念提出的背景是现有信息不平等研究采用的逻辑起点具有局限,其经验数据基础是访谈调研收集的有关40位城乡居民常规信息实践的录音誊写数据,其形成过程是针对这些数据所做的定性(质化)分析。本文主要阐释了从这一分析过程中得出的概念要素(个人信息世界的内容、动力、边界)的含义,给出了个人信息世界的正式定义,并展望了个人信息世界概念对信息不平等研究的可能贡献。     

柏拉图的两个世界与传统西方哲学精神

柏拉图坚信,存在着一个靠感官认识的可感世界,它是意见的来源;还存在着一个理智能够认识的可知世界,它是真理的源泉。传统的西方哲学家们在这一思维范式中不断追问世界的根据,由此培育出传统西方哲学崇尚真理的理性主义精神、信仰真、善、美的超越精神、张扬独立人格和尊严的人文精神,以及用理性审察现实的现实批判精神。     

Contorting identities: figuring literacy and identity in adolescent worlds

This paper explores connections and disconnects between identity and literacy for a group of adolescents in a second level classroom setting. We build on Mead and Vygotsky’s conceptualisations of identity formation as an intricate emergent happening constantly formed/reformed by people, in their interactions with others [Mead, G. H. 1999. Play, School, Society. Edited by M. J. Deegan. Oxford: Peter Lang; Vygotsky, L. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, UK: Harvard University Press]. This paper will set to explore the impact of this on adolescent literacy practice, student choice and agency [Lewis, C., P. Ensico, and E. M. Moje. 2007. “Reframing Sociocultural Research on Literacy: Identity, Agency, and Power.” The Electronic Journal of English as a Second Language 12 (3): 1–205]. The concept of figured worlds plays a fundamental role in our theorisation of adolescent literacy and identity. Literacy and identity remain interwoven in very complex ways for adolescents as they attempt to make sense and meaning from in and out of school experiences [Burnett, C., J. Davies, G. Merchant, and J. Rowsell. 2014. New Literacies Around the Globe: Policy and Pedagogy. New York, NY: Routledge; Davies, J. 2013. “(I’m)Material Girls Living in (in)Material Worlds: Identity Curation Through Time and Space.” Presentation at UKLA Conference, Liverpool]. A combination of quantitative and qualitative research was used in carrying out this exploration with a thematic approach to data analysis. The findings of the exploration identify that there is a disconnect between identity in and out of school. We then see the struggle students have in coming to terms with their various figured worlds, and varying identities in given scenarios. There is an emphasis on the dated nature of some prescribed texts for study on the English course and the need for a review of these to bridge the scholastic and social divide evident from the findings. This paper explores the literacy and identity experiences of one group of adolescents alongside their opinions about the English literacy curriculum.