What makes a cMOOC community endure? Multiple participant perspectives from diverse cMOOCs

Imagine the challenge of being immersed in a dynamic learning network where you play brinkmanship with being overwhelmed by a plethora of information, comments, and conversations on a topic of intense interest to you. Through adept facilitation, the comments and encouragement of fellow participants, and your own perseverance, you develop a network of personal connections which serve as metaphorical flying buttresses creating enough stability that you are able to learn in a new, yet profoundly meaningful way – the connectivist massive open online course (cMOOC) way. Through the lens of autoethnography, five seasoned educators collaboratively reflect on their motivation for participating in their initial cMOOC. They analyze their lived experience, what they found most engaging, and most importantly, they grapple with why cMOOC communities often endure past official end-dates. This article attempts to provide insight into the thrill and depth of learning and connection possible through participation in cMOOCs.     

基于知识协同的应用型本科院校教师教学创新研究与实践

从应用型本科院校的办学定位出发,指出教师教学模式所存在的问题。基于知识协同的角度解释了教师传授学术或专业知识和培养应用型本科教育教学创新的内涵,阐述了教学理念、教学方法和手段、教学管理的更新,并以安徽省某高校应用型物流管理本科人才培养的教学改革为例,提出一些具体的措施,力图为解决应用型本科人才培养过程中的不适应问题提供参考。     

Teacher knowledge: a complex tapestry

Teachers need to know a great deal, in many areas and in multiple ways. Teacher knowledge is a complex tapestry, and teachers must successfully weave the multiple threads. In this article, I present a conceptualisation of teacher knowledge that provides a framework for describing the complexity of teacher knowledge. The framework describes three ways of knowing: “knowing how,” “knowing why,” and “knowing what” and then applies these three knowledge discourses across six domains of teacher knowledge. The framework was developed from a study of 14 teachers in their first year of teaching, and in this article the framework is applied to their experiences to illustrate specific gaps in their teacher knowledge. It is proposed that this conceptualisation of teacher knowledge allows those involved in teacher education and induction to more clearly identify professional learning needs and develop their programmes with specificity.     

(Re)creating spaces for uMunthu: postcolonial theory and environmental education in southern Africa

Colonialism goes beyond territorial conquest: it affects one’s epistemological stance, worldviews and perceptions. Although most African countries gained independence in the 1960s, the impacts of colonialism continue to be present through modern-day globalization as a form of neocolonialism. Education systems in many countries in southern Africa continue to be grounded in Western viewpoints, marginalizing local Indigenous ways of knowing and being (I capitalize the word ‘Indigenous’ because it is a proper noun referring to particular people, their knowledges, ways of living, etc.). An increased number of scholars in southern Africa are engaging with counter-hegemonic strategies as frames of analysis to counter the impacts of neocolonialism. This paper reviews environmental education studies in southern Africa that have applied postcolonial theory as a frame of analysis either explicitly or implicitly. Postcolonial theory provides a platform to challenge the dominant truths espoused by Western thought. In doing so, it paves the way for other truths to have space in the knowledge discourses, including the sub-Saharan African worldview of Ubuntu/uMunthu. While many scholars are engaging with counter-hegemonic strategies, the review calls for the need for further research from postcolonial frames not only in southern Africa but also other parts of the world as well.     

Language,institutional identity and integration: lived experiences of ESL teachers in Australia

Globalisation and increased patterns of immigration have turned workplace interactions to arenas for intercultural communication entailing negotiation of identity, membership and ‘social capital’. For many newcomer immigrants, this happens in an additional language and culture – English. This paper presents interaction experiences of four non-native English language teachers with other institutional members. It uses a sociocultural perspective of second language to map their approaches to negotiations of professional and institutional identities in and through these interactions. Their discussions highlight the role of language, cultural practices and the emic socio-political factors embedded within institutional interactions in individuals' identity negotiation and integration.     

Out of the Shadows: Testimonio as Civic Participation

This article draws from a 23-month ethnographic study of mixed-status families living in an emerging Latino/a community to examine 3 undocumented mothers’ participation in the act of giving testimonio, or testimony. In this context, testimonio serves as a grassroots tactic for political advocacy and community formation that compensates for and reacts against the limited opportunities for civic participation afforded noncitizens. The findings indicate that giving testimonio in both public and domestic settings constitutes a form of civic participation in which undocumented mothers actually attempt to move out of the shadows and into a more public domain.     

“共同体”的分离与重建:当代医患关系的医学哲学思考

医患关系,就其本身来看,是利益共同体和精神共同体的有机结合。当代医患关系问题的实质是医患共同体走向分离。其根源在于,在我国医学事业发展过程中,医学背离了其固有的东西,而导致了医患共同体变得不可能。医学性质的改变导致医患利益共同体分离,医学人文精神的失落导致医患情感共同体的分离,医学德性的削弱导致医患道德共同体的分离,医学局限性的弱视导致医患生命共同体的分离。重建医患共同体的过程就是医学向其本身回归的过程,对医患共同体的重建需坚持"主体间性"的原则。     

听力翻转课堂教学模式设计

翻转课堂即转变传统的教学模式,通过对教学结构的颠倒安排,重构教学流程,对英语听力教学有重要启示。该文通过实践教学,设计构建出适合听力翻转课堂的教学模式设计,以期在一定程度上对英语专业听力教学改革提供一些参考价值。     

体育直播平台社群文化对电子口碑生成动机影响:情感与环境刺激的链式中介效应

为深入探究体育直播平台社群文化、环境刺激、情感刺激对电子口碑生成动机影响,并检验情感刺激与环境刺激的链式中介效应。本文采用文献资料、问卷调查、因子分析和结构方程等方法,构建并检验了体育直播平台社群文化对电子口碑生成动机影响的结构方程模型。结果表明社群文化、环境刺激、情感均对电子口碑生成动机均具有显著正向影响;在社群文化影响电子口碑生成动机时,环境刺激、情感均具有显著的中介效应;环境刺激—情感的链式中介效应亦显著。鉴于此,本研究从搭建优质体育直播平台社群文化、优化平台社群环境、增强平台社群用户情感,提出促进体育直播平台电子口碑生成动机的对策与建议,以期为体育直播平台未来长远发展予以理论支撑和实践启示。     

不同天气条件下古尔班通古特沙漠南缘梭梭(Haloxylon ammodendron)群落能量通量日变化特征

基于2018年夏季在古尔班通古特沙漠南缘采用波文比系统实测的气象及能量资料,分析该区不同天气条件下梭梭群落能量特征及能量分配的日变化特征。结果表明：1） 该区夏季晴天和多云天各能量曲线变化趋势基本一致,呈单峰型,土壤热通量最小,晴天和多云天感热略高于潜热;阴天能量传输以感热为主;雨天整体热通量最小,且各能量曲线呈多峰形变化,能量传输以潜热为主。2） 白天,波文比值雨天最小,且小于1,晴天、多云天、阴天依次增大,且大于1;夜间,晴天、阴天、多云天、雨天的波文比值依次增大,均小于1。3） 不同天气条件下能量分配曲线白天变化平稳,夜间波动显著,日出和日落前后波动最为剧烈;因不同天气条件下辐射强度和日照时数的不同,曲线早、晚剧烈变化开始时间有所不同。