中国古籍修复可识别原则、技术及其应用

[目的/意义]中国古籍修复应遵守可识别原则,以保持古籍原件的客观真实,恪守古籍修复伦理,中国古籍修复需要确认合理的可识别技术。[方法/过程]通过归纳方法总结中国古籍修复技术的可识别标识,利用中国古籍修复技术修复案例提供的可识别效果,证明中国古籍修复技术具有可识别功能。[结果/结论]中国古籍修复技术符合修复可识别原则,集修复与可识别功能于一体,具有良好的可识别性,符合中国古籍特点。应用可识别技术应随古籍形态及其修复目的而定,具体情况具体分析。     

医药化学领域发明专利现有技术适格性判断路径研究

创造性是发明专利申请能被授予专利权的必备条件之一,我国目前通常采用 三步法 来判断发明专利是否具备创造性,无论是第一步的“确定最接近的现有技术”环节,还是第三步的“判断是否显而易见”环节,均需要专利审查人员从诸多现有技术中选择适格的对比文件。本文将结合医药化学领域发明专利的特点,对该领域专利审查过程中现有技术的适格性判定要点进行梳理和深入分析,尝试从审查员初步认定、发明人协助校正以及技术调查官介入三个维度,构建现有技术适格性判断的基本路径,以期为提升专利审查质量提供思考及决策支持。     

Infusing educational technologies in the heart of the university—A systematic literature review from an organisational perspective

Educational technologies have experienced unprecedented prominence on university agendas with many institutions motivated to keep the lessons learned from the COVID-19 sparked transition with regard to online teaching. In response to this renewed interest in ensuring the longevity of educational technologies in higher education, this systematic review analysed the various organisational factors—for example, leadership, infrastructure, strategy—considered essential in the literature for the successful implementation of educational technologies. Specifically, we reviewed 1614 papers published in five prominent educational technology journals in the last decade. From this sample, we identified 47 papers that discussed organisational factors. Drawing on these studies, we constructed an organisational framework, which outlines the different organisational factors, actors and processes involved in implementing educational technologies. The identified organisational factors are structured into three main categories: (1) Leadership and Strategy, (2) Infrastructure and Resources and (3) Recognition and Motivation. Our aim was to further the scholarly understanding of the organisational layer involved in digital change as well as provide concrete recommendations for practitioners.

Practitioner notes

What is already known about this topic

• Previous research has stressed the importance of taking organisational factors such as infrastructure, leadership, strategy and staff commitment into account when implementing educational technologies.
• However, review papers have failed to systematically organise these studies to create a comprehensive understanding of the organisational factors involved in implementing educational technologies and ensuring their longevity at an institution.
• There is currently a high level of interest in how educational technologies can be implemented in the higher education landscape, as many institutions are facing the question of what lessons they can learn from the crisis and how they can continue on their path of digitalisation.

What this paper adds

• This review paper addresses a gap in our scholarly understanding of the organisational layers involved in the implementation of educational technologies in higher education institutions (HEIs).
• This paper provides a framework on organisational factors, which influence the implementation of educational technologies in HEIs.
• This review paper demonstrates that bottom-up and opinion leadership, support structures tailored to the need and time of faculty as well as recognition and incentives have the largest impact on a sustainable implementation of educational technologies in HEIs.

Implications for practice and/or policy

• Universities should create structures that enable innovation and creativity by promoting bottom-up and opinion leadership as well as shared decision-making processes as they are important for the successful implementation of educational technologies in HEIs.
• Besides providing a reliable and suitable infrastructure, institutional support and resources in terms of technical advice and training tailored to specific needs, should be in place when planning the implementation of educational technologies in HEIs.
• The additional workload instructors face when implementing digital teaching should be recognised and incentivised as it strengthens instructor engagement which is crucial for the implementation of educational technologies in HEIs.

     

产学研协同模式下关键核心技术创新演化与驱动研究

针对“关键核心技术创新突破”焦点问题，考虑创新过程的动态性特点、关键影响因素及其作用机制，以企业和学研机构为博弈主体构建产学研协同模式下关键核心技术创新演化博弈模型，系统探讨影响博弈双方合作策略选择的关键因素及其驱动机制，并结合数值仿真揭示各因素变动下协同创新系统的演化轨迹。结果表明：政策激励因素能够促进企业与学研机构协同创新，但不同政策措施的影响效果具有差异；降低合作成本和“搭便车”收益，提升合作收益增量能够促进协同创新；盲目设置过高的创新深度而使研发成功率过低无助于双方合作；企业对学研机构的研发资助、违约金、机会损失和声誉损失以及合理的利益分配系数能够有效抑制中途背叛行为的发生。基于此，提出优化政府政策组合、鼓励企业牵头组建创新联合体、完善体制机制设计等建议，从而为政府科学施策、精准施策，推动解决关键核心技术“卡脖子”问题提供实践参考。     

数字全球价值链：概念、理论框架与未来展望

以数字经济崛起、数字技术发展、数据生产要素涌现为主要特点的新工业革命迫使全球价值链发生颠覆性变革和重构,催生了数字全球价值链。数字全球价值链作为一种新的价值链形式,需要对其属性特征、理论机制和动力机制等问题进行深入研究,以推动进一步发展。首先,系统梳理相关文献,聚焦于已有数字全球价值链的相关概念,并对其进一步拓展和界定,深化对数字全球价值链的理解。其次,通过归纳和提炼现有研究和实践中关于数字全球价值链的活动表现形式,提炼出数字全球价值链的核心特征。在此基础上,对全球数据价值链和全球价值链数字化等相似概念进行辨析。再次,结合数字经济的特点,识别数字全球价值链的投入—产出结构、要素禀赋、治理模式、价值链距离和政策环境五大影响因素。最后,围绕参与主体、动力机制和发展结果搭建数字全球价值链的理论框架。进一步地,围绕这一框架提出数字全球价值链未来亟须探索的三类研究方向。研究有助于提升数字全球价值链研究的系统性,为其后续研究提供参考。     

Video demonstrations can predict the intention to use digital learning technologies

The technology acceptance model (TAM) uses perceived usefulness and perceived ease of use to predict the intention to use a technology which is important when deciding to invest in a technology. Its extension for e-learning (the general extended technology acceptance model for e-learning; GETAMEL) adds subjective norm to predict the intention to use. Technology acceptance is typically measured after the technology has been used for at least three months. This study aims to identify whether a minimal amount of exposure to the technology using video demonstrations is sufficient to predict the intention to use it three months later. In two studies—one using TAM and one using GETAMEL—we showed students of different cohorts (94 and 111 participants, respectively) video demonstrations of four digital technologies (classroom response system, classroom chat, e-lectures, mobile virtual reality). We then measured technology acceptance immediately after the demonstration and after three months of technology use. Using partial least squares modelling, we found that perceived usefulness significantly predicted the intention to use three months later. In GETAMEL, perceived usefulness significantly predicted the intention to use for three of the four learning technologies, while subjective norm only predicted the intention to use for mobile virtual reality. We conclude that video demonstrations can provide valuable insight for decision-makers and educators on whether students will use a technology before investing in it.

Practitioner notes

What is already known about this topic

• The technology acceptance model helps decision-makers to determine whether students and teachers will adopt a new technology.
• Technology acceptance is typically measured after users have used the technology for three to twelve months.
• Perceived usefulness is a strong predictor of intention to use the technology.
• The predictive power of perceived ease of use for the intention to use varies from insignificant to strong.

What this paper adds

• For the four digital learning technologies (classroom chat, classroom response system, e-lectures and mobile virtual reality), we measure technology acceptance after a video demonstration and again after three months of usage.
• Using structural equation modelling, we are able to predict intention to use after three months, with perceived usefulness measured after the video demonstration.
• We replicate these findings with a second study using the general extended technology acceptance model.

Implications for practice and/or policy

• Short video demonstrations can provide information for educators to predict whether students will use a technology.
• Early impressions of perceived usefulness are very important and valuable to predict whether students will use a technology.