文化创意产业视域下的上海艺术设计高端人才培养

基于调查数据,探讨了2012、2013年上海文化创意产业结构、发展规模以及该类技能人才占有情况,分析了上海本专科院校艺术设计类技能人才培养建设现状,提出了从培养单纯掌握专业技法的工具型人才向培养熟悉完整艺术设计流程的综合职业人才转变的人才培养思路和以高端人才为导向的多元化教育模式与个性化人才培养方案。     

基于项目学习的学科综合实践活动设计

设计和开设学科实践活动课程是很多中小学教师面临的新挑战。用项目学习的方法设计和开发这类课程是一个很好的方法。项目学习是通过对复杂、真实问题的探究过程来完成一系列任务,通过达成目标来发展学生的综合能力。在这个过程中,学生能够通过精心设计项目作品、规划和实施项目任务的过程,掌握所需的知识和技能,同时学生能够将所学的知识应用到实际生活中。项目学习这种教学方法适合于各学科实践活动设计和实施。     

广西金融人才职业能力需求调研分析

随着广西经济的发展,广西金融人才需求与高校金融专业毕业生供给之间的矛盾开始凸显。为此,通过对广西金融行业基层岗位员工的调查,分析当前金融各行业职业能力的需求情况,可为广西高校金融人才培养提供可靠的依据。     

构图视觉下多媒体课件优化设计探析

多媒体技术的发展极大地改变着当今教与学的方式,多媒体画面语言形式成为时下司空见惯的知识传递方式。分析多媒体课件的一般要求,结合多媒体画面语言理论和信息化传播理论,文章从构图角度系统地分析多媒体课件设计的优化过程。     

图文编排在设计中的作用

编排文字和图形是一门艺术,这门艺术有着悠久的历史,是人类文化的重要遗产,是提高作品的欣赏度的重要环节,能够直接影响到作品的销量、价值评估等。可以说,图形和文字设计是提高作品的诉求力,赋予版面审美价值的一种重要构成技术。由此说来,图文的编排工作也可以说成是艺术创作种类的一种,它是根据人的审美学角度合理的将图片文字编排成一种让人感觉最舒适的模式,以最好的角度来传达作品的核心思想。图形和文字永远是视觉设计的两大重要设计元素。     

The Authored Voice: Emerging approaches to exegesis design in creative practice PhDs

Abstract

In 2004, Robert Nelson noted in creative, practice-led research degrees that the exegesis had been reconceptualised as a cultural contribution to scholarship. He suggested that the challenge this posed was the need for writing to interface effectively with the nature and calibre of the creative work. A decade on from his observation, this article employs a case study to discuss emerging approaches to the exegesis in the work of graphic design doctoral candidates at AUT University in New Zealand. Accepting the multi-perspectival and multi-voiced nature of the practice-led exegesis writer, it discusses approaches to both structure and presentation. In so doing, it also considers specific issues, including negotiated relationships between the role and the nature of the designer’s voice, systems of narration, and issues impacting upon both digital and print formats.     

Examining the Rule of Thumb of Not Using Multilevel Modeling: The “Design Effect Smaller Than Two” Rule

Educational researchers commonly use the rule of thumb of “design effect smaller than 2” as the justification of not accounting for the multilevel or clustered structure in their data. The rule, however, has not yet been systematically studied in previous research. In the present study, we generated data from three different models (which differ in the location of the clustering effect). With a 3 (design effect) × 5 (cluster size) × 4 (number of clusters) Monte Carlo simulation study we found that the rule should not be applied when researchers: (a) are interested in the effects of higher-level predictors, or (b) have a cluster size less than 10. Implications of the findings and limitations of the study are discussed.     

Estimation of a Nonlinear Intervention Phase Trajectory for Multiple-Baseline Design Data

A multilevel logistic model for estimating a nonlinear trajectory in a multiple-baseline design is introduced. The model is applied to data from a real multiple-baseline design study to demonstrate interpretation of relevant parameters. A simple change-in-levels (ΔLevels) model and a model involving a quadratic function (Quadratic) for the nonlinear intervention phase data were also estimated. In addition, a simulation study was conducted to assess Markov chain Monte Carlo estimation of the logistic model and compare its trajectory recovery with use of the ΔLevels and Quadratic models. While most of the logistic model's parameter values were recovered well, trajectory recovery was very reasonable using the simpler Quadratic model. Results are discussed along with recommendations for practitioners and directions for future research.     

Required Collaborative Work in Online Courses: A Predictive Modeling Approach

This article describes a predictive model that assesses whether a student will have greater perceived learning in group assignments or in individual work. The model produces correct classifications 87.5% of the time. The research is notable in that it is the first in the education literature to adopt a predictive modeling methodology using data collected via a designed experiment. All subjects experienced both a collaborative and an individual assignment, thus mitigating uncontrolled external factors in the measurement of differences in perceived learning. The exploratory nature of the work prompted the use of Partial Least Squares Regression for estimation. The work serves as an illustration of how predictive modeling might enlighten those in educational and academic settings.