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1.
The aim of focusing conflicting objectives in modem teaching of mechanics of machines has stimulated the authors of this paper to develop specific software, lectures and laboratory activities with special emphasis on coordinate relations between the teacher's and students' tasks. As a result, a new scheme of courseware for mechanics of machines is proposed. A multi-year project has been developed to verify how a hypermedia system can be used in developing educational tools for this new courseware. An outline of these tools is presented. 相似文献
2.
Dusti D. Howell 《TechTrends》2010,54(1):33-37
Hundreds of graduate students were introduced to the fields of instructional design and educational technology with the riddle
of the smart machines, yet over the years no one has answered it correctly. After revealing the surprising answer to this
riddle, both the negative and positive impacts of smart machines are analyzed. An example of this is given by developing practical
interventions for the shortcomings of the award-winning simulation program The Oregon Trail. 相似文献
3.
ABSTRACTThis paper examines visions of ‘learning’ across humans and machines in a near-future of intensive data analytics. Building upon the concept of ‘learnification’, practices of ‘learning’ in emerging big data-driven environments are discussed in two significant ways: the training of machines, and the nudging of human decisions through digital choice architectures. Firstly, ‘machine learning’ is discussed as an important example of how data-driven technologies are beginning to influence educational activity, both through sophisticated technical expertise and a grounding in behavioural psychology. Secondly, we explore how educational software design informed by behavioural economics is increasingly intended to frame learner choices to influence and ‘nudge’ decisions towards optimal outcomes. Through the growing influence of ‘data science’ on education, behaviourist psychology is increasingly and powerfully invested in future educational practices. Finally, it is argued that future education may tend toward very specific forms of behavioural governance – a ‘machine behaviourism’ – entailing combinations of radical behaviourist theories and machine learning systems, that appear to work against notions of student autonomy and participation, seeking to intervene in educational conduct and shaping learner behaviour towards predefined aims. 相似文献
4.
《Peabody Journal of Education》2013,88(3):7-30
This article explores the concept of vertical equity in light of school reform efforts aimed at increasing academic outcomes for all students. Vertical equity, or the idea that students who bring certain educational needs to the classroom require additional resources to address those needs within the educational process, is useful as a way to conceptualize school responsiveness. To the degree that vertical equity can encapsulate the complexity of the teaching and learning processes in schools, it carries considerable potential to assess school responsiveness to diverse student and staff needs and facilitate improved educational outcomes. 相似文献
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The past two decades have witnessed three important international trends: an increase in the number of democratic states; economic globalization; and educational reforms in light of the challenges of the new millennium. A great deal of research has addressed educational change in relation to either globalization or democratization, but little has been said about the complex interactions among all three processes. In view of recent educational reforms in Hong Kong and Taiwan, the present contribution examines the local nature of education policy in a globalized age. It challenges those globalization theories which minimize the role of the state and exaggerate the power of globalization over local factors. In particular, it explores how the governments of these two Chinese societies have employed democratization to generate and legitimate reform proposals and have used economic globalization to justify educational reforms. The study concludes by discussing the complex interrelations of these processes, including tensions between global and local concerns in educational reform. 相似文献
7.
Wing-Wah law 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,4(2):497-524
The past two decades have witnessed three important international trends: an increase in the number of democratic states; economic globalization; and educational reforms in light of the challenges of the new millennium. A great deal of research has addressed educational change in relation to either globalization or democratization, but little has been said about the complex interactions among all three processes. In view of recent educational reforms in Hong Kong and Taiwan, the present contribution examines the local nature of education policy in a globalized age. It challenges those globalization theories which minimize the role of the state and exaggerate the power of globalization over local factors. In particular, it explores how the governments of these two Chinese societies have employed democratization to generate and legitimate reform proposals and have used economic globalization to justify educational reforms. The study concludes by discussing the complex interrelations of these processes, including tensions between global and local concerns in educational reform. 相似文献
8.
Déirdre Smith Darron Kelly Carson Allard 《International Journal of Leadership in Education》2017,20(4):393-415
The critical exploration of policy development processes employed to construct leadership qualifications is the focus of this inquiry. This exploration is made through specific application of the necessary conditions of Habermasian ‘practical discourse’ to current dialogic procedures used to develop policies for principal, supervisory officer and teacher leadership qualifications. This exploratory inquiry illuminates current means of policy development and the enhancements required for the embodiment of the idealizing conditions of practical discourse. Situating practical discourse within policy development practices for educational leadership also broaches the broader question of establishing a suitable moral epistemology for educational institutions in pluralist societies. As such, the current inquiry represents an important step in the progress of educational governance with relevant implications for all regulatory institutions charged with the task of creating policy guidelines that shape educational leadership practices across highly diverse and culturally rich societies. 相似文献
9.
数字化语言实验室功能优越、设备稳定的优势逐渐在外语听力教学中凸显出来。探讨了有效利用与管理数字化语言实验室的方法,使它更好地服务于外语听力教学。 相似文献
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Defining and Evaluating Models of Cognition Used in Educational Measurement to Make Inferences About Examinees' Thinking Processes 总被引：2，自引：0，他引：2
The purpose of this paper is to define and evaluate the categories of cognitive models underlying at least three types of educational tests. We argue that while all educational tests may be based—explicitly or implicitly—on a cognitive model, the categories of cognitive models underlying tests often range in their development and in the psychological evidence gathered to support their value. For researchers and practitioners, awareness of different cognitive models may facilitate the evaluation of educational measures for the purpose of generating diagnostic inferences, especially about examinees' thinking processes, including misconceptions, strengths, and/or abilities. We think a discussion of the types of cognitive models underlying educational measures is useful not only for taxonomic ends, but also for becoming increasingly aware of evidentiary claims in educational assessment and for promoting the explicit identification of cognitive models in test development. We begin our discussion by defining the term cognitive model in educational measurement. Next, we review and evaluate three categories of cognitive models that have been identified for educational testing purposes using examples from the literature. Finally, we highlight the practical implications of "blending" models for the purpose of improving educational measures . 相似文献
12.
Ron Smith 《Educational Psychology in Practice》2002,18(4):275-295
The events in North Belfast surrounding the children of Holy Cross Primary School have reminded us all, graphically, of how long and tortuous the path to lasting peace in Northern Ireland might be. In this very timely article, the author describes his practice-based research aimed at informing the processes of school improvement for peace and reconciliation. The analysis involves an exploration of the contribution that professional educational psychology might make to community relations education and to the broader project of inclusion and social reconstruction in Northern Ireland. The present article intends to contribute towards local debate concerning a reappraisal of the educational psychologist role. Furthermore, to be relevant to all educational psychologists who are interested in the contribution of schooling towards improved intergroup relationships and peace education. 相似文献
13.
Dr. Ronald L. Abrell 《Clearing house (Menasha, Wis.)》2013,86(4):171-173
Regrettably, cheating is widespread on all levels of our educational system. Effective monitoring and judicial review processes that ensure that students who cheat are subjected to appropriate disciplinary action are essential. However, policing is not enough. We must go beyond policing to change the culture of the classroom in ways that discourage cheating. This includes doing a better job of explaining why cheating is unacceptable, structuring exams and writing assignments in ways that make it difficult for students to cheat, and fostering an environment of mutual respect in the classroom that encourages students to buy into the educational process, rather than attempt to subvert it. 相似文献
14.
The rapid advance of science and technology in today's world threatens to heighten, rather than minimize, the coming crisis in education. This paper advocates that the technological advances now possible must include advances also in the methods of education. Those now engaged in modern engineering and science must apply their ingenuity and resources to major creative efforts in the art of teaching. As with all other intellectual tasks in the coming period, the educational process must also be visualized as a "man-machine" process. The brain and senses of the human teacher must be extended by new engineering systems. This paper discusses specific examples, including feedback as a concept in automatic or semi-automatic lecturing, and stresses that by removing from the duties of the teacher those tasks which can be done as well or better by machines the teacher is elevated to those tasks requiring the superior intelligence and sensitivity of a trained human being. 相似文献
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Teija Löytönen 《International Journal for Academic Development》2017,22(3):231-244
This paper explores creative educational development by asking what it is or might become. It is based on a singular pedagogical process within the fields of arts, design, and architecture in higher education. The exploration is framed by Gilles Deleuze’s philosophy of difference, which allows for a movement beyond educational certainties that might sometimes limit developmental efforts in higher education. With the intersection of artistic-pedagogical processes and theoretical investigations, the paper aims to imagine potentialities for thinking and doing otherwise in educational development. Thus, this paper strives to become open toward expanding difference and creation within educational development processes. 相似文献
17.
The paper reflects upon the principles and practice of an alternative educational system operating in rural Mexico in the light of Bourdieu’s theory of cultural and social reproduction. Bourdieu’s theory seeks to explain processes of reproduction of power relations within schools and society; whereas alternative educational systems seek to expand educational access in deprived areas in order to counteract processes of social inequality. The paper argues that, although Bourdieu’s theory does not fully explain the gradual inclusion of more people from disadvantaged backgrounds into education through alternative educational systems, processes of social reproduction in deprived communities still occur mainly because of lack of state support after primary school level, and a shortage of better infrastructure and opportunities for this sector of the population. Since the widespread upward educational and class mobility of the rural poor has not yet been achieved, the paper concludes that the processes of cultural and social reproduction continue despite the introduction of alternative educational systems. 相似文献
18.
Prof. Dr. Josef Schrader 《Zeitschrift für Erziehungswissenschaft》2014,17(2):193-223
The performance of education systems is significantly influenced by the quality of teaching/learning processes. On the basis of empirical research, the programme for evidence-based educational research also contributes to improving the quality of teaching/learning processes. Hereby, new requirements for the insight of educational research as well as for the accelerated transfer of research findings into politics and practice have been formulated. Currently, the programme is strongly criticised by political and scientific stakeholders with regard to both its desirability and its feasibility. This report traces the debate on evidence-based educational reforms, systematically outlines the central topics of discussion, and views the current state of research on the contribution of empirical educational research to political and practical reforms. Particular attention is paid to the effects on teaching/learning processes. 相似文献
19.
ABSTRACT The use of data to govern education is increasingly supported by the use of knowledge-based technologies, including algorithms, artificial intelligence (AI), and tracking technologies [Fenwick, T., E. Mangez, and J. Ozga. 2014. Governing Knowledge: Comparison, Knowledge-Based Technologies and Expertise in the Regulation of Education. New York, NY: Routledge]. New forms of datafication and automation enable governments and other powerful stakeholders to draw from the past to construct images of educational futures in order to steer the present. This paper examines the competing conceptions of time and temporality that AI posits for policy and practice when used to anticipate educational futures. We argue that most educational futures are already delineated, and machinic expressions of time are the chronologies, habits, and memories that the educated subject inhabits rather than produces. If resetting educational habits and memories can be an alternative to algorithmic anticipations of education then we believe, paradoxically, that machines may help to reset them by accelerating them. 相似文献
20.
提高教学质量是办好现代远程开放教育的前提 总被引：1，自引：0，他引：1
李飞 《甘肃广播电视大学学报》2002,12(2):1-3
开放教育不仅意味着对教育对象的开放，更重要的是教育观念、教育资源和教育过程的开放。提高教学质量是学校的永恒主题，从学员的入学、中间的教学过程一直到终期考试，针对保证教学质量进行了论述，以期使远程开放教育得到健康的发展。 相似文献