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1.
Ricky W. Telg 《Distance Education》1996,17(2):289-303
The purpose of this study was to examine how television‐production specialists, who had no previous experience or educational background in the field of distance education, learned the distance education‐related skills and obtained the knowledge necessary to perform their jobs. The purposive sample for this study comprised 12 full‐time television production specialists who were employed for at least one year at universities across the United States to produce live, interactive, video‐based educational programs, but who, prior to employment at their respective universities, had no experience or educational background in the field of distance education. Qualitative methods, including semi‐structured interviews, observation, and concept maps, were used to collect data. This study found that television production specialists used both incidental and informal learning strategies to learn the necessary skills and knowledge they needed to perform their jobs. Participants learned predominantly by three means: assessing previously held assumptions and beliefs; learning by doing through a trial‐and‐error‐type format; and watching other's videoconference programs. Participants also experienced a ‘mindset change’, brought about by such factors as identifying audience and subject‐matter specialists’ needs, in how they viewed their own performance. 相似文献
2.
K. D. Stephen 《Learning, Media and Technology》1982,8(1):55-64
The production of video‐taped courses at postgraduate level and their use by industry in the United States of America has been increasing rapidly over the past decade. This paper gives some indication of the time‐scale, magnitude, and attractive features of this development, a comparison with the development of educational television in UK universities, and an assessment of the future for this form of open/distance learning. 相似文献
3.
This paper offers part of the findings of a qualitative, interpretive Ph.D. study, which used a case study approach to explore and illustrate the conceptions of and approaches to creativity of three expert specialist dance teachers working with late primary age children. The specialists had extensive expertise as dance educators in different educational settings together with experience as dance artists. One way of framing their conceptions and practice was in terms of the pedagogical puzzles or dilemmas that they encountered. This paper focuses on the dilemma of ‘balancing personal/collective voice and craft/compositional knowledge’ when teaching for creativity. The findings articulate the foundations of embodied knowing (intrinsic to aesthetic understanding) and the processes fundamental to their teaching for creativity. This is followed by details of the key pedagogical spectra which emerged when responding to the dilemma: prioritisation of creative source—inside out or outside in; degrees of proximity and intervention—distanced reactivity or close proactivity; and spectrum of task structures—purposeful play to tight apprenticeship; and their use in action by the teachers in their different situations. The paper relates these findings to two current questions within education: that of the relationship between knowledge and creativity, and the ways in which adults/experts might engage in teaching for creativity. The paper concludes that this research supports calls for a re-evaluation of aesthetic understanding's role in creativity, grounded in embodiment, within dance pedagogy, which might also be fruitfully heeded within wider educational contexts. It also provides the findings as ‘images of possible’ approaches to inter-relating knowledge and creativity both within dance, and other disciplines, and argues for the use of dilemmas and their solutions as one way of acknowledging complexity and encouraging reflective practice in teaching for creativity, both within teacher training and continuing professional development. Finally, the paper highlights the unique perspective of a group of hybrid education professionals at the arts/education interface, and suggests future areas of research which might develop from this investigation of their practice. 相似文献
4.
网络技术与高校的教育改革 总被引：1，自引：0，他引：1
荣梅 《淮南职业技术学院学报》2006,6(3):109-111
网络技术具有集成性、交互性、数字化、实时性、多样性等特征,网络技术的发展与普及,给高等学校的教育改革带来极好的机遇,近些年来,高校在共享教学资源、建立“虚拟大学”、拓宽教学空间、实行远程教学等教育模式上进行了实质性改革,并有效地解决了欲重新学习与没有机会的矛盾、工作与学习的矛盾、学习欲望与教育年龄及学习环境的矛盾,形成终身教育的格局,使教育形式更加活泼,积极地促进了高等教育的健康发展。 相似文献
5.
“Study abroad” college programs can transform domestic students into a kind of “global citizens” with international experience and cross-cultural competences demanded in the emerging global market. Can a full-time international online undergraduate class serve as a virtual alternative to study abroad experience? Two questions were asked of a virtual class on Social Control that was taught for more than ten years: (1) Can an international online class can be a virtual option to the study abroad and (2) Which selected pedagogical tools and approaches can stimulate creativity of students and contribute to achieving a sufficient level of student satisfaction in this class? Students from several countries were taught in a virtual classroom while being physically “at home.” The research was based on observations and analysis of student-led discussions that were required of students. The class improved students’ substantive knowledge and created a learning environment to develop their skills in cross-cultural open dialogue with virtual classmates. The teaching design allowed instructors to attain many educational goals, enhance students’ understanding of foreign countries and cultures, and learn from each other through online communication. The results confirmed the effectiveness of selected pedagogical approaches and asynchronous communication technology in an international online class. Their effectiveness was demonstrated through the students’ postclass feedback and evaluation of the class. Findings indicate that an international online class can indeed help the students learn cross-cultural communication firsthand and obtain knowledge beneficial for future jobs in a global market.In higher education, online distance education is useful for teaching large classes distributed among different campuses and universities or for teaching students abroad. Web 2.0 tools are widely used in the United States with transnational partnership programs (Martins 2015; Starke-Meyerring and Wilson 2008c). The American Center for the Study of Distance Education helps newcomers in this field learn transactional distance theory and tap into the broad experience already assembled by U.S. universities and other centers (Open University in the United Kingdom, similar Centers in Canada, the Netherlands, Germany, and Sweden). 相似文献
6.
徐苏霞 《宁德师专学报(自然科学版)》2005,17(1):28-31
针对当前体育教师知识体系落后于时代发展，专业知识偏而窄，知识结构不合理，特别是教育类知识，化知识比较薄弱，而且对一些边缘学科知识、前沿科学学习不够，从事具体工作的技能偏低等现状，提出了构建和培育新世纪体育教师知识体系的设想．体育教师首先要确立终身学习观念，在学好专业知识的同时，还应注意技能方面的锻炼，加强对相关学科和先进科学的学习和研究，努力掌握和运用现代教育和科研技术手段，提高自己教学、科研水平和人素养． 相似文献
7.
姜仿其 《湖南广播电视大学学报》2006,(3):36-37
做强电大现代远程教育关键在教师。基层电大现代远程教育师资有优势,但劣势也很明显,应着重加强专业知识和现代远程教育学知识的学习,唯此,才能有效地做强电大现代远程教育。 相似文献
8.
Neil A. Johnson 《Interchange》1993,24(4):409-433
Conventional approaches to curriculum development employed in western countries have proved to be unsatisfactory. Much of the literature as well as the practice of curriculum development have focussed on two traditional stances — the administrative and grass-roots models — and neither has been able to accommodate concurrently the theoretical and practical objectives, skills, and needs of central administrators, teachers, and curriculum specialists. In this paper, a brief examination of the characteristics, prevalence, benefits, and major shortcomings of these two models provides a basis for describing an approach that may better fulfil the multiple and competing demands of educational administrators and users. The article elaborates upon and defends a theoretical plan for involving administrators and educators in co-operative curriculum development, and specifies additional organizational requirements and constraints which would need to be dealt with in order to effect its intent. 相似文献
9.
高级英语是英语专业本科高年级的一门主干课程,由于其知识性强、语言难度大,所以在教学中存在着课程难度较大,教学目标难以实现等问题。从地方高校英语专业学生的实际情况出发,在高级英语教学中采用综合学习模式,有利于多种教育教学理论的融合,有利于教学方法体系的优化,有利于教师教学能力和学生综合技能的提高,有利于课程教学目标的实现。 相似文献
10.
多媒体和视频会议系统在听障生教学中的应用 总被引：1，自引：0，他引：1
在分析听障生认知特点的基础上,利用多媒体和视频会议技术来补偿他们的生理缺陷,发挥他们的视觉优势,增长他们见识,开阔他们的视野,激发他们的学习兴趣,达到良好的教学效果,资源共享,降低教育成本。 相似文献
11.
Since their inception, a dominant characteristic of higher education institutions has been their reliance on the advantages conferred by geographic and political boundaries. However, emerging technologies and growing consumer power are challenging the status quo. The application of Internet-based information and communication technologies in education—e-learning—is now making it possible for education to transcend space, time, and political boundaries. In e-learning, content and mode of delivery are increasingly defined by external groups: students as well as employers. The emergence of e-learning is weakening the dominance of traditional providers of higher and continuing education—nonprofit colleges and universities—and they are being challenged by a proliferation of alternative institutions and providers with the skills and attitudes required to succeed in the new educational marketplace. Partnerships will allow traditional suppliers and intermediaries to contribute from their respective comparative advantages. In a common emerging model, traditional universities provide the intellectual capital, content, and content support; evaluate student performance; and award appropriate degree credit or certification. Intermediaries contribute in such areas as hardware and software provision, instructional design for the Web, website and communication for maintenance, record keeping, teacher training, and technical support for courseware development and marketing. Although this trend is not yet well advanced in the Asia Pacific Region, there are already a few pioneers, and interest is strong and growing among the major stakeholder groups—traditional academic institutions, traditional students, emerging intermediaries, professionals with a need for continuing education, and private sector corporations with the need to provide educational opportunities for their workforce. The Asia Pacific Regional Technology Centre (APRTC) is an example of an emerging intermediary organization. Its primary focus is on providing continuing educational opportunities for agricultural professionals throughout the Asia Pacific. It relies almost exclusively on e-learning for educational delivery and carries out its work through multisectoral partnerships. Initial experience indicates that the approach works in the region and is cost effective and that all partners and the clients can and do benefit from the collaboration. 相似文献
12.
Despite its essential role in educational reform, professional development typically does not receive adequate support in systemic reform efforts. This article presents an exception—a state that incorporated professional development as a central priority in its reform effort and four schools that used state resources to build their capacity for enacting the reform agenda. We describe central features of Kentucky's approach to professional development, characterize elements of professional development within the four schools, and discuss how these elements promoted three dimensions of school capacity: individual teachers’ knowledge, skills, and dispositions; professional community; and program coherence. Based on this “image of the possible,” we offer recommendations for professional development that supports systemic, standards-based educational reform. 相似文献
13.
钱焕新 《湖南广播电视大学学报》2006,(2):10-11
县域经济的发展需要强有力的智力支持。县级电大在长期的办学过程中,为当地的社会进步和经济发展作出了重要贡献,但也存在着许多问题。在信息网络环境下,县级电大必须理顺管理体制,健全管理机构,构建县级现代远程教育中心;必须转变工作职能,优化能力结构,全面加强教师队伍建设;必须更新教育思想,转变教育观念,依托县级现代远程教育中心构建农村终身教育体系。 相似文献
14.
Sesame Street, the Children's Television Workshop's pioneering educational television series for preschoolers, has become an international—as well as an American—institution. Licensed versions, adaptations, and coproductions of the series have been seen in approximately 115 countries. Children in 65 countries have viewed the series in its English-language form. In addition, the program has been coproduced in 13 other languages for broadcast in 50 countries. Each local adaptation ofSesame Street is unique, reflecting the varying educational, social, and cultural needs of children from country to country. This article documents the spread ofSesame Street—and the CTW research and development model—abroad, and includes several case studies of different foreign adaptations ofSesame Street.He works withSesame Street coproductions worldwide, providing onsite consultation through all phases of project development and production. 相似文献
15.
Kristina L. Miller 《Journal of Career Development》2003,29(3):161-166
The way in which the government defines financial need does not always account for the individual decisions families make when sending a student to college. Many students who do not qualify for federal financial aid must still pay for part of their educational expenses, and need a part-time job in order to do so. The Job Location and Development (JLD) program was designed to help these students find the employment they need, to pick up where federal work study leaves off. Since 1979, the MU Career Center and the Office of Student Financial Aid at the University of Missouri–Columbia have together operated a JLD program on campus that, since its inception, has helped more than 25,000 students find employment while in school. Those employment opportunities serve to not only assist students in funding their education, but also to provide students the opportunity to learn about themselves—their strengths and weaknesses, their career interests, perhaps what major they ought to choose—as well as valuable skills they can use after graduation. 相似文献
16.
对当下医学院校的公共英语演讲课程做出了三点调整:一是将公共英语演讲课程的定位从跨文化交际类通识课逐渐过渡到专门用途英语课.二是在教学内容的选择上凸显医学学科特色;提升对思辨能力的系统性认识;增加对说理演讲的学习,达到专业、技能、思辨的深度融合.三是在教学模式上,采用线上线下混合式教学.通过上述方法并举,力求使医学院校开... 相似文献
17.
Conclusion Responsible educators find the need for continual renewal. The rapid advance of technology requires teachers learn new strategies
and techniques for the productive use of these tools. The projects described above provided preservice faculty, students,
and inservice educators with opportunities to learn about new technologies and to explore innovative uses of the technology.
Opportunities to utilize distance education systems, such as the Iowa Communications Network, are numerous throughout the
entire teacher preparation process. Iowa teacher educators have the opportunity to prepare their students to be capable classroom
teachers who have the knowledge and skills to facilitate learning in an array of educational environments. 相似文献
18.
Laina Ho 《Children‘s Literature in Education》2000,31(4):259-271
This article investigates the possible role of children's literature in the education of adult learners of English. This three-year study on adult learners of English from the People's Republic of China shows that children's literature can be effective in teaching linguistic skills such as pronunciation practice and improving language acquisition. Using and reading children's literature is an initial step to developing literary competence, critical thinking, increasing knowledge, and multicultural understanding as well as exposing learners from developing countries to effective innovative educational methodology. Despite the limitations of children's literature—identification with child protagonists—it paves the way to developing literacy in adult literature. 相似文献
19.
以素质教育为核心的教育改革对学校管理带来了冲击与挑战。它要求教师转变传统的教学观,学习新的知识和教学方法。校长是学校管理的关键人物,其领导实践对于帮助教师发展具有重要作用。本研究采用质性研究方法,尝试揭示两位校长在真实情境中帮助教师发展的领导实践全貌与过程。研究发现,促进教师发展的校长领导力主要具有以下三方面的特征:(1)以提升教师专业知识与技能的工具取向为主;(2)以转变教师认知、情感与态度的文化取向为辅;(3)在规范教师教学行为与激发教师改革动机之间寻求平衡。 相似文献
20.
Shalom M. Fisch Susan K. McCann Melissa A. Jurist David I. Cohen 《Learning, Media and Technology》1995,21(3):143-155
Within the field of formative research, there is debate as to whether researchers should collaborate with producers or serve as independent evaluators. The Children's Television Workshop (CTW) produces educational programs through a collaborative process of development that has come to be known as the “CTW Model”. Under the CTW Model, producers, content specialists, and researchers work together throughout the life of a project, from its initial conceptualization through its final production. This paper illustrates the value of the CTW Model via an in‐depth case study of the development and production of a single repeated format within Square One TV, an educational television series about mathematics. In particular, we focus on the multifaceted role played by formative research at all stages of production. 相似文献