Which events can cause iteration in instructional design? An empirical study of the design process

Instructional design is not a linear process: designers have to weigh the advantages and disadvantages of alternative solutions, taking into account different kinds of conflicting and changing constraints. To make sure that they eventually choose the most optimal one, they have to keep on collecting information, reconsidering continuously whether their own decisions are still justified in the light of the latest insights. We have studied the role of iteration during instructional design. For our research, we have used an ISD-based method for the specification of training simulators. During our empirical evaluation study, we introduced five events that are likely to cause iteration. The results show that the quality of the designs is not directly related to the amount of iteration. We conclude that there are different kinds of iteration, triggered by different kinds of actions and events. We propose a list of triggers for iteration some of which originate from outside (new information, new opinions/arguments and acquisition procedures); others are caused by, or evolve from interaction with the design process itself (discovery of missing input, need to repair errors, new insights based on work later on in the design process, and new ideas of the designers). in final form: 4 August 2005     

开放式过程控制综合实验的课程改革与探索

过程控制综合实验作为自动化类专业的综合性实践课程,对于全面巩固和提升学生的综合素质起着非常重要的作用。结合该课程存在的问题,分别从教学方案、教学内容、教学方法、实验平台、考核方式等多个方面对其进行了改革和探索,重点提出了一种"闭环结构+开放环节"的新方案,以期更好地满足工程教育专业认证的要求。     

Validation of an assessment centre process for the selection of school leaders in Chile

This study seeks to develop and validate an Assessment Centre (AC) tool for the evaluation and selection of school leaders, focusing on the identification of competencies that influence teaching and learning outcomes. International research supports the creation of Assessment Centres to select candidates for these roles, due to their superior predictive capacity over traditional methods. In this research, a model composed of four face-to-face instruments (an interview to assess competencies, a human resources exercise, a class observation exercise, and a strategic analysis exercise) was designed and validated which simulated the key tasks of a school principal. To establish the desired performance outcomes, three competencies and 15 indicators were selected, based on international and local standards. The analysis of performance results was obtained from a sample of 164 participants made up of teachers, school leaders and principals. The results suggest positive evidence for construct validity, concurrent criteria validity, and reliability between evaluators. Moreover, the data obtained from a sub-sample of principals, with three or more years of experience in their role, allowed for the association of their AC scores with the results of their school organisations, as measured by the National System for the Measurement of Educational Quality in the years 2013 and 2016.     

日本会计制度及其改革对防治我国会计信息失真的启示

会计信息失真是严重影响当前社会经济生活正常秩序的突出问题。会计信息失真的防治刻不容缓。防治对策的研究更是当务之急。本文从防治会计信息失真角度介绍和探讨了日本会计制度中的几个方面,包括一般会计原则、会计法规体系、会计信息披露、三员审计制度以及近年在会计核算和监督制度上的改革,提出了日本的会计制度和会计改革对防治我国会计信息失真问题的几点启示。     

振动切削的创立及其工艺特点

简要回顾了振动切削技术的创立,然后分析了其加工机理和工艺特点,从而说明振动切削技术作为一门精密加工技术具有普通切削所不可比拟的工艺效果.     

高浓度污水处理的工艺改型

介绍了高浓度污水处理的工艺改型及运行效果的前后对比。监测数据表明：改型的传统活性污泥工艺适应性强，稳定性良好，出水可满足国家排放标准二级标准(GB8978—1996)，对高浓度污水处理有较明显的优势。     

动态语法、言语行为与交际教学法

随着社会语言学的发展,社会交际功能在语言教学课堂上越来越受重视。虽然传统以语法为中心的语言教学受到交际教学法的冲击,语法仍是外语教学的理论基础。本试图以交际教学法中言语行为的语法体现说明语法其实不是死的教条而是一个动静结合的过程。因而即使是在没有强调语法教学的交际教学法中,语法还是学习理解和运用语言的基础。     

放射性的发现和创造性思维

按照“耗散结构理论”的观点，如果系统能够发挥主体能动性，努力打破它与环境的平衡状态，经常保持与外界的接触，促使思维自身多保持一些不平衡状态，那么，创造性思维的生命力就有可能持久延年。     

Analysis of Korean High School Students' Decision-Making Processes in Solving a Problem Involving Biological Knowledge

In this study, the cognitive characteristics of students' decision-making processes centered on phases, difficulties, and strategies are analysed in the personal dailylife context involving biological knowledge. The subjects were first year science and general high school students in Seoul, Korea; 6 female students and 7 male students. The students' decision-making processes were analysed by think-aloud and participant observation methods. On the whole, the students' decision-making processes progressed in following order: recognizing a problem, searching for alternatives, evaluating the alternatives, and decision. During the decision-making processes, the above phases were repeated by trial and error. Students preferred noncompensatory rules that did not allow trade offs among alternatives for decisions, rather than compensatory rules of selection. Students had a tendency to have difficulties in analysing the difference between initial state and desirable state of the problem, organising biological knowledge-related problems, and clarifying values as selective criteria. Even students who had high achievement and more positive science-related attitudes did not apply biological knowledge to search for alternatives, and could not utilise scientific values as selective criteria very well. We discuss the implications of these results for teaching of decision-making in respect to scientific literacy.     

抽象空间中随机过程收敛性的研究

研究随机过程之和的收敛性问题,给出了{∑k=1∞εk(ω)Xk(t)}k∞=1依联合测度μ×P收敛的一个充分条件,并同时给出一个∑明.这些问题的解决对弄清楚随机过程的收敛状况,进而揭示随机现象运动变化趋势有积极的理论意义.