Developing an audiovisual notebook as a self‐learning tool in histology: Perceptions of teachers and students

Videos can be used as didactic tools for self‐learning under several circumstances, including those cases in which students are responsible for the development of this resource as an audiovisual notebook. We compared students' and teachers' perceptions regarding the main features that an audiovisual notebook should include. Four questionnaires with items about information, images, text and music, and filmmaking were used to investigate students' (n = 115) and teachers' perceptions (n = 28) regarding the development of a video focused on a histological technique. The results show that both students and teachers significantly prioritize informative components, images and filmmaking more than text and music. The scores were significantly higher for teachers than for students for all four components analyzed. The highest scores were given to items related to practical and medically oriented elements, and the lowest values were given to theoretical and complementary elements. For most items, there were no differences between genders. A strong positive correlation was found between the scores given to each item by teachers and students. These results show that both students' and teachers' perceptions tend to coincide for most items, and suggest that audiovisual notebooks developed by students would emphasize the same items as those perceived by teachers to be the most relevant. Further, these findings suggest that the use of video as an audiovisual learning notebook would not only preserve the curricular objectives but would also offer the advantages of self‐learning processes. Anat Sci Educ 7: 209–218. © 2013 American Association of Anatomists.     

小本子单词记忆法在开放教育英语词汇学习中的运用

提高词汇量是成人学习英语的一大障碍;通过对开放教育非英语专业教学对象的分析,本文提出了"小本子单词记忆法",介绍了实施办法,并客观地分析了实际效果,旨在帮助学生更有效地记忆英语单词。     

互文性理论视野中的《金色笔记》

《金色笔记》是当代著名作家多丽丝·莱辛的代表作,它引入西绪福斯神话以突出人类在荒诞的现实处境中的责任。它借鉴了英国女性主义文学的传统,却挣脱了经典女性文学作品婚姻家庭的窠臼和“闺中情怨”的模式。为了扩大文本的社会维度,莱辛还在《金色笔记》中融入了发生在20世纪的真实历史事实作为小说的前文本。在后现代主义文学的文本中,互文性作为一种重要的文本策略披广泛运用。无论从狭义的互文性还是广义的互文性来看．《金色笔记》都具备互文性的鲜明特征。本文以《金色笔记》为分析对象,着重讨论该作品与西绪福斯神话和当时的社会历史现实以及女性主义文学传统之间的互文关系。     

基于WPF的在线笔记本系统的研究与实现

根据在线笔记本系统的特点和具体要求,阐述了用WPF、Socket编程、多线程等技术构建CS多层架构的互联网在线笔记本系统的过程．系统采用WPF技术构建表示层,提供友好的操作界面;用Socket编程技术,建立通道为客户、服务端的通讯服务;用多线程技术,建立专门线程对客户端请求的监听,并为信息交互服务．     

浅析《古诗十九首》中的生命意识

《古诗十九首》中游子思乡,怨妇思夫,人文苦闷等三方面内容,充分体现了作者们追寻自我、回归自我,超脱自我的生命意识,其关注当下个体存在价值的背后显现的是生命意识的觉醒以及超脱自我的意识。     

空间叙事视角下的《金色笔记》

空间叙事理论的兴起和发展为文学提供了新研究方法与视角。与此同时内容和形式是文本的主要依托。多丽丝·莱辛的《金色笔记》形式特殊,内容深刻。形式构建了文本的立体空间,内容构成了想象的语言空间,在两者的空间性中重新建构《金色笔记》独特布局后的宏大叙事。     

笔记本电脑的维护与保养

如何维护保养笔记本电脑是每一个笔记本电脑用户关心的话题，本针对一般笔记本电脑的维护和保养提出了一些合理化建议。     

Developing and Validating a Science Notebook Rubric for Fifth-Grade Non-Mainstream Students

We present the development and validation of a science notebook rubric intended to measure the academic language and conceptual understanding of non-mainstream students, specifically fifth-grade male and female economically disadvantaged Hispanic English language learner (ELL) and African-American or Hispanic native English-speaking students. The science notebook rubric is based on two main constructs: academic language and conceptual understanding. The constructs are grounded in second-language acquisition theory and theories of writing and conceptual understanding. We established content validity and calculated reliability measures using G theory and percent agreement (for comparison) with a sample of approximately 144 unique science notebook entries and 432 data points. Results reveal sufficient reliability estimates, indicating that the instrument is promising for use in future research studies including science notebooks in classrooms with populations of economically disadvantaged Hispanic ELL and African-American or Hispanic native English-speaking students.     

Implementing an institution-wide electronic lab notebook initiative

Background:To strengthen institutional research data management practices, the Indiana University School of Medicine (IUSM) licensed an electronic lab notebook (ELN) to improve the organization, security, and shareability of information and data generated by the school''s researchers. The Ruth Lilly Medical Library led implementation on behalf of the IUSM''s Office of Research Affairs.Case Presentation:This article describes the pilot and full-scale implementation of an ELN at IUSM. The initial pilot of the ELN in late 2018 involved fifteen research labs with access expanded in 2019 to all academic medical school constituents. The Ruth Lilly Medical Library supports researchers using the electronic lab notebook by (1) delivering trainings that cover strategies for adopting an ELN and a hands-on demo of the licensed ELN, (2) providing one-on-one consults with research labs or groups as needed, and (3) developing best practice guidance and template notebooks to assist in adoption of the ELN. The library also communicates availability of the ELN to faculty, students, and staff through presentations delivered at department meetings and write-ups in the institution''s newsletter as appropriate.Conclusion:As of August 2021, there are 829 users at IUSM. Ongoing challenges include determining what support to offer beyond the existing training, sustaining adoption of the ELN within research labs, and defining “successful” adoption at the institution level. By leading the development of this service, the library is more strongly integrated and visible in the research activities of the institution, particularly as related to information and data management.     

Measuring and comparing academic language development and conceptual understanding via science notebooks

The authors of this quantitative study measured and compared the academic language development and conceptual understanding of fifth-grade economically disadvantaged English language learners (ELL), former ELLs, and native English-speaking (ES) students as reflected in their science notebook scores. Using an instrument they developed, the authors quantified the student notebook language and concept scores. They compared language growth over time across three time points: beginning, middle, and end of the school year and across language-status (ELL, former ELL, and ES), and gender using mixed between-within subjects analysis of variance (ANOVA). The authors also compared students’ conceptual understanding scores across categories in three domains using ANOVA. Students demonstrated statistically significant growth over time in their academic language as reflected by science notebook scores, and we noticed conceptual trends in which scores for ELLs, former ELLs, and male students lagged behind at first, but caught up to their peers by the end of the school year.