Fostering Students’ Collaborative Learning Competencies and Professional Conduct in the Context of Two Gross Anatomy Courses in Veterinary Medicine

Collaborative learning has been used in anatomy courses to support students’ learning of challenging topics but the success of group work depends significantly on the students’ ability to communicate in a professional manner. Veterinary students’ experiences with tasks related to collaborative learning and professional conduct were studied by comparing learning collaborative competences and pedagogy, as well as perceived positive and challenging aspects, in two gross anatomy courses. Both qualitative and quantitative data were collected from students’ experiences of course assignments and collaboration, as well as from self-evaluated collaboration competence development. Trying things out oneself, practical application and professional conduct were positively highlighted particularly in the first-year course (myology and arthrology) group work and learning from others more in the second year (topographical anatomy). Various group work challenges, often relating to practical matters or communication, were the key concerns for students. The main difference between the two courses in learning of collaborative knowledge work competencies appeared to relate to the nature of the group work assignment. The topography course included the element of collaboration in preparing a presentation and teaching session for the rest of the class. Interestingly, students on the myology and arthrology course gave more positive comments on professional conduct than the students on the topography course despite the fact that the latter course included more practical elements relating to their future profession.     

中国科学院查新检索联合服务体系建设与服务模式探索

面对查新检索业务在高峰期需求旺盛与人力不足的矛盾,中国科学院创建全新的查新检索联合服务体系,建立查新检索联合服务机制,面向100余个研究所开展认证检索员与查新员培训,开发查新检索工作平台。三年实践工作表明,联合服务有效地推广查新检索业务,延伸服务内涵,提升所级图书馆服务能力和院内用户的满足率,有效扩充服务的队伍。文章总结联合服务的经验以及存在的问题,并提出改进建议。     

社会化网络与开放式创新能力关系研究述评

[目的/意义] 开放式创新理论提出以来,国内外关于社会化网络与开放式创新能力的研究较少,且未形成一个清晰的理论框架,正确理解社会化网络对于开放式创新能力的作用以及其中知识协同的中介效应,对于开放式创新实践及理论发展具有重要意义。[方法/过程] 基于对现有文献的整理与分析,在界定社会化网络与知识协同的关系基础上,以知识协同为中介效应,从5个方面探究社会化网络对于开放式创新能力的作用机制。[结果/结论] 总结出社会化网络对开放式创新能力作用的S-K-OIC-OIP研究框架与理论链,为开放式创新在社会化网络下的创新实践提供理论参考。     

社会网络分析方法在专利分析中的应用研究进展

从专利引用、专利合作和专利技术主题关联三个角度出发,对社会网络分析方法在专利分析中的应用研究进展进行梳理,侧重对新概念、新思路、新指标、新算法等进行分析与总结,并对其功能与应用前景进行讨论。考察的主要网络节点包括专利文献本身、发明人、专利权人、主题词、专利分类号等,连接关系包括合作、引用、共现或同现等。     

学科馆员和教师协同合作新途径探讨

文章提出学科馆员与教师协同合作以实现双赢,论述了协同合作的三方面内容,并对如何开展合作提出了两点意见。     

闽台旅游合作的战略与路径探析

区域旅游合作已成为当今旅游业的一个显著特征和发展的必然趋势。目前影响闽台旅游合作的障碍主要来自政治因素、闽台旅游互动失衡以及国际国内市场上的竞争三个方面。可以通过政府主导的渐进发展、差异化的错位竞合、资源整合的系统开发等战略以及建设闽台旅游交通网络、构建闽台旅游营销协作体系、打造闽台旅游合作的互联网服务平台、与其他产业联合寻求合作空间、借“后奥运效应”大做旅游文章等路径来促进闽台旅游合作。     

Reflective Practice as a Means for Preparing to Teach Outdoors in an Ecological Garden

Although teachers are engaged in many field-trips, they seldom have the pedagogical knowledge and experience to enact them. This article presents an effort to support reflective practice of teachers in the outdoors. The teaching experience of five pre- and in-service teachers included preparation for teaching in the outdoors, designing learning materials, teaching elementary and junior-high school students in an ecogarden, and reflecting upon these teaching experiences. The data collected by teachers and researchers highlighted challenges such as lack of confidence, class management and inadequate student motivation. The group and the instructors’ support and collaboration and careful preparation yielded a positive outdoor teaching experience. We suggest that supported field experience followed by individual and group reflection are promising in encouraging teachers to carry out outdoor learning activities.     

How to drag with a worn-out mouse? Searching for social justice through collaboration

We consider what a concern for social justice in terms of social inclusion might mean for teacher education, both practising and prospective, with particular reference to the use of information and communication technology (ICT) in mathematics education taking place at a borderland school. Our discussion proceeds through the following steps: (1) We explore what a borderland position might denote to address what social inclusion might mean. (2) We consider the significance of mathematics education and the use of ICT for processes of social inclusion. (3) We briefly refer to the Interlink Network, as many of our observations emerge as reflections on this project. (4) We present different issues that will be of particular importance with respect to teacher education if we want to establish a mathematics education for social inclusion. These issues concern moving away from the comfort zone, establishing networks, identifying new approaches, moving beyond prototypical research, and getting in contact. This brings us to (5) final considerations, where we return to the notion of social justice.     

多角色协作——构建农林院校图书馆服务农村信息平台

针对目前农林院校图书馆为农村提供信息服务中所出现的主要问题,提出在农林院校图书馆和农民之间建立一条畅通而高效的信息服务渠道。文章构建了一个联合图书馆信息咨询馆员、农林专家、技术人员、农林院校学生、农民大学生等多角色协作的农村信息服务平台,并详细分析了平台的角色、功能,提供了平台的基本模型,同时为农村信息服务平台协作的发展指出了方向。     

社会化问答社区的协作方式与效果研究:以知乎为例

[目的/意义] 以知乎为例,探讨在线问答社区用户之间的协作发起和响应、协作内容的类型以及效果是否存在差异。[方法/过程] 对知乎“健康”话题精华下观点探讨、个人建议、事实陈述3类问题20个答案及2, 287条评论中的220例协作进行内容分析,比较不同协作的差异。[结果/结论] (1)在协作发起动作中,提问与质疑两类动作占据70%-80%,观点探讨类“提出质疑”的发起动作比例更高,且交互性较强的发起动作更能获得回应;(2)协作多发生于作者与评论者之间;(3)共13种交互类型对答案的8个指标有提升效果,尤其能显著提升答案的完整性、细节性和信息量。