辅导员网页建设研究——以福建师范大学福清分校为例

从分析辅导员网页概念、内容和必要性入手,考察福建师范大学福清分校辅导员网页现状的优缺点,明确辅导员网页应具备的五项特征即：1.页面的美观性;2.标题的可读性;3.内容的规定性;4.对象的特定性;5.系统的安全性。并进一步提出建设辅导员网页应做到的五个方面的工作思路：达成一个共识;投入一笔经费;设计一幅模块;建设一支队伍;发挥一种作用。     

Predicting future sedentary behaviour using wearable and mobile devices

Sedentarism is a common problem that can affect human health and wellbeing. Predicting sedentary behaviour is an emerging area that can benefit from data collected from sensors available in ubiquitous devices, such as wearables and smartphones. In this paper, we present an approach aiming at predicting the sedentary behaviour of a user from data collected from sensors installed in wearable/mobile devices. We compare personal and impersonal models using a real-life dataset consisting of sensing data of 48 users during 10 weeks. We found that impersonal models using Deep Neural Networks were able to accurately predict the subject’s future sedentary behaviour.     

Extending the pedagogy of mobility

Direct student experience of the real organism, object, place or environment is recognised by teachers as having powerful potential for high-quality learning. Mobile technologies offer a way for students to capture their authentic learning experiences, but rendering this rich experience into explicit and highly situated learning contexts for students remains an ongoing pedagogical challenge. After reviewing the changing nature of smart learning tools, several examples are explored to identify how they provide a novel learning context. Each example uses the integration of the smart device’s capabilities, such as the rapid capture of images and the juxtaposition of motion and static display. When comparing the incorporated tools of only a few years ago with the current tools available with the latest smart mobile devices, general principles can be generated to inform effective professional practice, specifically when teaching spatially dependent tasks, and in mobile collaborative learning environments.     

游走乡土：2000-2009中国公路电影论略

2000-2009年是中国公路电影类型的成长初期,尽管作品不多,但在叙事和影像技巧的本土化上做出了积极的贡献。这一时期作品偏重关注现代化进程中的中国社会的乡土流动,初步形成了迥异于美国公路电影的类型特征与影像风格。     

"手机小说"的大众化表征

“手机小说”是网络文学的变种,字数虽短但不失文学性,它以手机为载体,内容符合手机族口味,能下载转发达到即时互动,反映着手机网络传播的快餐化、大众化特点,符合数字化时代人们的情感心理和审美要求。它是网络技术的产物,是技术社会发展的必然,表现为大众化、通俗化和娱乐性、游戏性、青春时尚性等特点,并较多地受到市场因素的制约。     

经济管理专业教学管理体系与教学模式的创新研究

在当今以信息革命、科技创新为特征的知识经济时代,对人才的素质和能力培养提出了更高要求,不仅需要掌握必要的基础理论,还需要拥有实际应用能力。我国的高等教育担负着为国家培养合格人才的光荣使命,如何进行教学改革,提高教学质量,成为需要迫切解决的问题。目前,传统的教学模     

Augmenting Face-to-Face Learning with Information and Communication Technology at a Resource-Constrained Peri-Urban University Campus in Namibia

Abstract

The augmentation of easily accessible and affordable information and communication technology (ICT) for instructional purposes was the key objective which made the study reported on relevant to most financially constrained higher education institutions (HEIs). The aim of the study was to investigate the feasibility of augmenting the entrenched face-to-face instructional modes at a resource-constrained peri-urban satellite campus of the University of Namibia with some of the latest but affordable mobile technology applications. The study made use of a survey, face-to-face interviews, and a focus group discussion which dealt with the broad themes such as skills and competences, attitudes, motivation, and access to the internet. The findings revealed very pertinent contextual themes such as psycho-sociocultural dimensions associated with the usage of social media. Moreover, the motivation level among lecturers was found to be significantly low, and this was largely attributed to resource constraints. The research recommends some pragmatic solutions to augment the traditional modes of delivery with simple but creative ICT innovations.     

手机维修管理系统的开发与研究

随着我国移动通讯的迅速发展，为了实现对移动终端维修业务进行规范化和科学化管理，提高工作效率和服务质量，需要建立手机维修管理系统。从技术角度提出了实现的原理与方法、依托的软件支撑平台及开发工具；并以开发成功的应用系统为实例，对该系统的设计、实现和扩展进行了详细的阐述；给出了利用PB＋SQL_Sever2000进行信息管理系统开发的基本方法。     

How comprehensive are research studies investigating the efficacy of technology‐enhanced learning resources in anatomy education? A systematic review

Anatomy education is at the forefront of integrating innovative technologies into its curricula. However, despite this rise in technology numerous authors have commented on the shortfall in efficacy studies to assess the impact such technology‐enhanced learning (TEL) resources have on learning. To assess the range of evaluation approaches to TEL across anatomy education, a systematic review was conducted using MEDLINE, the Educational Resources Information Centre (ERIC), Scopus, and Google Scholar, with a total of 3,345 articles retrieved. Following the PRISMA method for reporting items, 153 articles were identified and reviewed against a published framework—the technology‐enhanced learning evaluation model (TELEM). The model allowed published reports to be categorized according to evaluations at the level of (1) learner satisfaction, (2) learning gain, (3) learner impact, and (4) institutional impact. The results of this systematic review reveal that most evaluation studies into TEL within anatomy curricula were based on learner satisfaction, followed by module or course learning outcomes. Randomized controlled studies assessing learning gain with a specific TEL resource were in a minority, with no studies reporting a comprehensive assessment on the overall impact of introducing a specific TEL resource (e.g., return on investment). This systematic review has provided clear evidence that anatomy education is engaged in evaluating the impact of TEL resources on student education, although it remains at a level that fails to provide comprehensive causative evidence. Anat Sci Educ 11: 303–319. © 2017 American Association of Anatomists.     

A question–answer system for mobile devices in lecture-based instruction: a qualitative analysis of student engagement and learning

The aim of this study was to explore the opinions, perceptions and evaluations of students about their experiences with a question–answer system used on mobile devices in a lecture-based course. Basic qualitative research method was employed in this study to understand how students made sense of their experiences during the instruction. The participants of the study were 25 of 42 students enrolled in a Computer Hardware course, who were interviewed in five sessions of focus-groups. Data analysis was done based on the six steps of inductive analysis. The results showed that students mostly ascribed the meaning of their engagement to the observable behaviors about academic challenge. Concerning inhibiting factors for participating in a lecture, they stressed the constraints of lecture method. As inhibiting factors for asking questions, they mostly stated shyness as a reason. The results of the research were discussed reflectively to investigate the constructed meanings of participants about the context and to make suggestions for further studies.