认知学徒制在网上英语互评中的应用模式研究

应用认知学徒制的指导框架,开发了设计写作和互评系统的网上学习环境。针对认知学徒制的概念要素一一解释并进行操作化解读,结合网上写作和互评系统对所参与的六个教学步骤进行演示和说明。描述研究过程中网上写作和互评对认知学徒制核心原则和价值的体现情况,并就学生的主观态度进行问卷调查。调查显示,网上写作和互评系统对学生写作起到了促进作用,提升了写作兴趣,促进了写作交流。     

公众参与创新的社会网络:创客运动与创客空间

技术与社会的协同发展催生创新组织形式的不断演变。近年来,信息技术与生产技术进一步融合,重构了传统的制造业和创新活动的边界,正在蓬勃发展的"创客运动"在这个过程中扮演着重要角色。基于文献调研、历史分析与参与式观察,本文追溯创客运动发展的历史,对创客运动和创客空间的概念、模式及特征展开初步分析,进而总结了创客空间的创新模式。本文认为,创客运动的发展根植于不断扩展的全球"创客空间"网络,显示出了以开源、大众创新为特征的新型创新模式,成为数字世界真正颠覆实体世界的助推器。本质上,创客运动代表了公众参与创新的新趋向。     

朋辈教育在高校就业指导工作中的应用

应我国社会经济不断发展在职业领域带来的变革需要,各级就业指导部门都在不断加大投入、细化服务,指导大学生积极进行就业准备。除了传统的教育模式外,“朋辈教育”也被引入高校就业指导领域,以更具说服力、亲和力的教育模式,更具实践性、时效性的案例和经验,为学生传递最新鲜、最生动、最有代表性的择业就业信息,其应用对高校的就业指导工作体系形成了有效的完善和补充。     

建立编辑部和审稿专家间的良性关系 ——评优秀审稿专家有感

根据《材料科学与工艺》编辑部2012年度优秀审稿专家评选结果,从审稿专家队伍建设、提高编辑送审能力、调动审稿专家积极性3个方面对编辑部与审稿专家之间的关系进行分析,探讨编辑部如何与审稿专家建立良性关系。     

结构式审稿探讨

同行专家审稿是保证科技学术期刊学术质量的关键环节。针对审稿影响因素以及目前同行审稿存在的问题,提出结构式审稿的概念,并论述其在保证审稿质量方面的合理性及优势,以期有助于审稿规范化和专家审稿质量的提高。     

Peer‐mediated instruction: assisted performance in the primary classroom

Peer collaboration has been supported in research as an effective instructional strategy. However, education researchers lack a full understanding of the types of scaffolding that take place in peer groups. Little research is available that documents what happens during the small group interactions. This case study took place in one teacher’s multi‐age primary classroom in the southeastern region of the USA. It examined how elementary students provided scaffolding to one another during collaborative classroom activities. Specifically, this investigation explored the ways in which elementary students provide assistance to one another during academic tasks and examined the status of the children, in terms of more or less capabilities, during the collaborative events. Vygotsky asserts that for learning to occur, assistance must be provided by a more capable person. The research findings suggest that peers provide scaffolding for one another in various ways. In this investigation, these primary students utilized questioning, providing feedback, and instructing as the primary methods of scaffolding during the learning experiences. This study also supports assertions that when students are allowed to pose questions and provide feedback to one another during peer collaboration, they help to establish instruction in their zone of proximal development.     

A new scholar's perspective on open peer review

This article argues that the pedagogical and scholarly benefits of open peer review far outweigh those of traditional double-blind peer review, but require a shift in our perspective of the function and value of peer review – from a gate-keeping process, toward a supportive, constructive process of collaboration between peers and mentors.     

Realising graduate attributes in the research degree: the role of peer support groups

This paper discusses the role of peer support groups (PSGs) in realising graduate attributes in the research degree. The literature indicates that top-down embedding of graduate attributes has met with only limited success. By taking a bottom-up approach, this paper shows that PSGs offer an opportunity to improve the graduate attribute outcomes of universities. This paper presents the experiences of research students in three PSGs in New Zealand, Australia and Malaysia, and the results of an exploratory opinion survey that required past and present PSG members to share their learning experiences about the development of graduate attributes. The participants favoured five attributes: communication, critical thinking, self-motivation, research organisation and teamwork. Viewing the development of graduate attributes through the lens of the students adds to our understanding of how PSGs help them to develop graduate attributes and contribute to university efforts to instil these attributes by taking into account experiential learning.     

Situated learning,reflective practice and conceptual expansion: effective peer observation for tutor development

Despite tutors' importance, they often encounter inadequate professional development and support. This study describes the impact of peer observation of teaching activities on tutors' professional development using multiple data-sets over a three-year period. The data was analysed according to three themes: situated learning, reflective practice and conceptual expansion, in order to identify changes to teaching practice. Tutors reported that peer observation of teaching is an effective development activity that encouraged reflection on teaching and, for some, resulted in conceptual expansion and lasting change to teaching. Tutors found the situated aspect of the peer observation activity was an important factor, as it enabled them to observe how other tutors supported their students' engagement with the discipline-specific curriculum. Recommendations for future research and for the professional development of tutors in practice are provided.     

Collaborative Tutor Development: Enabling a Transformative Paradigm in a South African University

Transformation policies in South Africa have seen higher education come under increasing pressure to broaden participation from historically under‐represented groups. This article focuses on the University of Johannesburg, South Africa, as a newly merged institution that is in the process of transforming from a formerly segregated academic context. Recently, student enrolments have become increasingly diverse in terms of cultural, socio‐economic and linguistic backgrounds, as well as the level of preparedness that students have for traditional higher education programs. These diverse backgrounds and levels of preparedness place unique expectations on lecturers and peer tutors. Furthermore, tutorial systems have come to play an increasingly pivotal role in student learning. The researchers argue that without incorporating tutor development into the mainstream disciplines, peer tutors will not be able to effectively act as facilitators of subject content and discourse. They propose that this research can constitute a model for integrating academic development practice within subject‐specific curricula via tutors. This is realized through a collaborative initiative that enables change.