Evaluating a technology supported interactive response system during the laboratory section of a histology course

Monitoring of student learning through systematic formative assessment is important for adjusting pedagogical strategies. However, traditional formative assessments, such as quizzes and written assignments, may not be sufficiently timely for making adjustments to a learning process. Technology supported formative assessment tools assess student knowledge, allow for immediate feedback, facilitate classroom dialogues, and have the potential to modify student learning strategies. As an attempt to integrate technology supported formative assessment in the laboratory section of an upper‐level histology course, the interactive application Learning Catalytics^TM, a cloud‐based assessment system, was used. This study conducted during the 2015 Histology courses at Cornell University concluded that this application is helpful for identifying student misconceptions “on‐the‐go,” engaging otherwise marginalized students, and forming a new communication venue between students and instructors. There was no overall difference between grades from topics that used the application and grades from those that did not, and students reported that it only slightly helped improve their understanding of the topic (3.8 ± 0.99 on a five‐point Likert scale). However, they highly recommended using it (4.2 ± 0.71). The major limitation was regarding the image display and graphical resolution of this application. Even though students embrace the use of technology, 39% reported benefits of having the traditional light microscope available. This cohort of students led instructors to conclude that the newest tools are not always better, but rather can complement traditional instruction methods. Anat Sci Educ 10: 328–338. © 2016 American Association of Anatomists.     

Enhancing the practice of social work

This account of practice focuses on my learning and development as a new Action Learning Facilitator. It reflects on my thoughts and feelings as I began to facilitate my own sets a year or so ago. It will discuss and reflect on topics such as communication, feedback, expectations (both mine, the set members and the organisations), values, ethics, power and confidentiality. It opens with a personal reflection on my experience of becoming a set facilitator and then explores other aspects of my learning. It draws out, in particular, the links between Action Learning and social work and the ways in which the principles that underpin each of these are complementary and mutually enhancing.     

浅谈英语教学中的合作掌握教学法

恰当地运用合作掌握教学法，不仅有利于教与学，增进师生关系，调动学生学习的积极性，捉进教师业务水平的提高，还能够提高学生学习的兴趣，增强学生自主学习的意识。合作掌握教学法的运用既符合新时期教育改革的要求，又能提高学生的综合素养，为实现为社会培养更多外语人才的目标奠定了坚实的理论基础。     

创新观念，努力提高职业教育的质量和效益

观念的创新是教育创新的关键,职业教育必须建立与社会主义市场经济体制相适应的教育观念。本文对职业教育乃至整个教育领域应该引入和强化的“服务”观念、“产品”观念、“顾客”观念、“质量”观念和“效益”观念进行了初步分析和探讨。     

"学术传教"与"以教引实"--从中西天道观看晚明基督教入华

自然意义的天道是恒常而不可变更的，社会意义的天道则随着时代和社会的变化而变化，神性意义的天道则具有永恒性、主宰性。道德形上学意义的天道观虽有其变化的一面，但其核心始终是“仁义礼智，天道在人”的观念。从西方思想文化来看，与中国文化中的天道观相对应的是其神论。大体上说来，西方神论的历史演变是从古希腊的多元神论开始，经过理性思辨的上帝观的洗礼，并与希伯来惟信传统的上帝观相结合，终而形成了基督教的上帝观。中西天道观的相通之处使基督教得以在中国传播，并为部分晚明学人所接受，而二者之间的差异则决定了基督教东传的种种曲折与反复，决定了基督教传教士与晚明学人之间的差异。前者旨在“学术传教”，而后者则重在“以教引实”。     

双师课堂课程开发引论：缘起、主题与方法

AI教师与真人教师联袂执教的双师课堂课程开发已成为重要课题。从缘起、主题与方法三个层面进行考察发现,当前国内外双师课堂课程开发活动,主要聚焦于“AI教师的选用与开发”“双师课堂课程开发”和“双师课堂课程开发的学习效应”三大主题。文章创新性地采纳超学科哲学范式,采取整体主义行动研究方法论,采用融通性混合方法,结合逻辑分析、技术建模、行动研究、量化方法和质性深描技术等,系统地探索与建构AI教师的选用模型、AI教师开发的关键技术、双师课堂深度学习模型、双师课堂课程开发整体模式、AI整合性课目学习知识研究方式、双师课堂课程开发促进深度学习的效应以及双师课堂课程开发促进深度学习的内在机理,以期为双师课堂课程的适切开发提供新思路。     

Learning styles in engineering education: the quest to improve didactic practices

This article discusses a dilemma that engineering educators encounter when attempting to develop pedagogical methods: that of finding efficient and scientifically valid didactic practices. The multitude of methods offered by educational consultants is perplexing. Moreover, the popularity of commercially offered solutions such as learning styles testing makes them appear attractive. The study presents one case of application of learning styles, the consequent problems and evaluation of results. It concludes that the use of learning styles is not supported by current pedagogical theories. Practices to foster interdisciplinary understanding between learning sciences and engineering are proposed in order to improve engineering education, most notably collaborative projects between university departments.     

Learning science through writing: associations with prior conceptions of writing and perceptions of a writing program

Students in a large undergraduate biology course were expected to write a scientific report as a key part of their course design. This study investigates the quality of learning arising from the writing experience and how it relates to the quality of students’ preconceptions of learning through writing and their perceptions of their writing program that led to their report. Closed‐ended questionnaires investigating student conceptions and perceptions of writing, and approaches to writing, were completed by 121 students. Significant associations were found amongst qualitatively different prior and post conceptions of writing, approaches to writing and achievement. The results of the analyses suggest that the effective support of student experiences of writing reports requires teachers to be aware of the type of conceptions that students bring to their course and the perceptions they hold about the purpose of the writing program in which they are engaged.     

基于自主性学习的英语教学模式探究

传统的大学英语教学模式,教学效果不理想,引起众多批评。于是正在进行的大学英语教学改革里,提出要培养学生的自主学习能力,然而实践中出现对自主学习的认识偏差,忽视了课堂教学活动的重要性,轻视了教师的主导地位,对学生的主体地位的定位不准确等等问题。针对以上情况本文尝试探讨通过何种模式来培养学习者自主学习能力。     

运用学习结果分类理论改善课堂教学设计

传统的课堂教学设计在学习者分析、学习目标、策略设计和教学评价等几方面存在着不足．难以体现“以学生为本”的现代课堂教学设计的基本理念。运用R·M·加涅的学习结果分类理论可以改善现有的课堂教学设计,可以使错综复杂的课堂教学有一定的规律可循。