共查询到20条相似文献，搜索用时 31 毫秒
1.
This article discusses mechanisms, enablers and barriers for knowledge transfer in university‐industry collaboration projects involving companies, students and researchers. Data is collected through 35 qualitative interviews with Danish and Norwegian representatives from the above categories. All respondents have been involved in collaborative projects, such as student‐industry cooperation or collaboration projects between scientists and businesses. This research shows that to secure real value adding through knowledge transfer in university‐industry collaboration projects, it is important that the involved parties view each other as equal partners. It is argued that creating a better understanding of roles and competences of the involved parties can help diminish this problem. A final conclusion is that continuous knowledge sharing throughout the project seems more highly valued by the involved parties than a final report does. Best practice for collaborative projects is suggested. 相似文献
2.
20世纪80年代以后,大学与中小学之间的合作,作为促进基础教育改革和教师专业发展的策略,受到广泛关注,并有大量不同形式的实践尝试。大学理论工作者介入中小学的教研活动中,与教师们一起备课、听课、反思是其中一种形式。由于双方明显的背景差异,合作中碰到各种各样的问题。为了解决这些问题,合作双方可以在平等的前提下,坦诚地交往,在动态生成的研讨活动中实现和谐合作。这种合作方式即“对话式”教学研究。 相似文献
3.
This paper is concerned with a curriculum development project, framed around the cross‐curricular themes as suggested by the NCC guidelines (1991‐a‐f). It is structured as a teacher partnership experience involving close collaboration between university tutors, student teachers and practising teachers in a local school. From the university's perspective, the curriculum development project grew out of the review and evaluation of the education courses which forms 50% of the four year BA/BSc Hons (Education) degree offered for students preparing to be secondary school teachers. From the school's perspective it offered an opportunity to develop a more formal incorporation of cross‐ curriculum themes into the subject curriculum. The paper discusses the project from three perspectives: the university tutors’, the school teachers’ and the students’, describing professional tutoring partnership in practice. 相似文献
4.
ULLA RUNESSON 《欧洲师范教育杂志》1997,20(2):161-169
In order to adapt teacher education to new demands in mathematics classrooms, it is necessary to change the courses in mathematics at the university. Teachers’ beliefs about mathematics, learning and teaching has great impact on their teaching. At the University of Göteborg, a co‐operative project has been conducted in order to design a programme based on problem solving in courses taken by prospective Comprehensive School teachers (grade 4‐‐9). The main purpose of the project has been to make student teachers more reflective about mathematics as such, about learning and teaching. Another purpose of the project has been to use a teaching method in a university course‐‐a method which could be applied in a school classroom. The student teachers have worked co‐operatively in small groups of 3‐4 students and the educators role has been that of a facilitator. A preliminary evaluation indicates that student teachers have developed an insight into the complexity of learning and teaching, even though there are variations in this respect. However they still have difficulties in applying the method to teaching mathematics at school. 相似文献
5.
Matt Bower 《Distance Education》2011,32(1):63-83
Based on a three‐semester design‐based research study examining learning and teaching in a web‐conferencing environment, this article identifies types of synchronous collaboration competencies and reveals their influence on learning processes. Four levels of online collaborative competencies were observed – operational, interactional, managerial, and design. The relative importance of students and teachers possessing the different levels of competencies depended on the degree of interactivity in the learning designs being applied. Both misunderstandings and misuses impacted on learning and collaborative processes, with misuses occurring more persistently throughout semesters than misunderstandings. The distinction between developing students’ technical skills and their collaborative capabilities is drawn. Strategies for developing each are recommended. 相似文献
6.
Jean Berbaum 《欧洲师范教育杂志》1985,8(3):265-272
In 1979, the system of Primary school teacher training, which had been introduced shortly after the events of 1968, was drastically changed. The main features of the new system were the extension of the course from two to three years, and the introduction of a university component. As from 1979 prospective school teachers had to follow a General University Diploma course (DEUG) for Primary school teachers, in addition to the courses given by the teacher training colleges. This new situation raised a number of questions for both university and teacher training college instructors. Two years later changes were introduced in response to criticism about the lack of co‐ordination between courses, and the proliferation of checks. Questions regarding the content and objectives of university training were also raised. A balance had to be found between vocational training and general education, between information and personal development. University training, it was thought, should shift its emphasis from facts to methodology, and from didactic to epistemological data. It should encourage intellectual curiosity by means of a more accurate observation of the classroom situation; it should also encourage people to work together, e.g. on the development of teaching projects.
The training of Primary school teachers in France has undergone a number of drastic changes in recent years: the course has been extended from two to three years, and university‐level courses have been introduced. An assessment of the effects of these changes could be a useful starting point for studying the introduction of a similar type of training in a different context. 相似文献
7.
文章简要介绍了非学历教育与学历教育的概念及二者之间的共性,分析了南京开放大学教学资源建设现状,阐述了南京开放大学非学历教育与学历教育学习资源融合的意义及其困难与优势,提出可以采用碎片化的手段促进非学历教育与学历教育学习资源的融合. 相似文献
8.
ABSTRACT This paper reports on a survey of secondary schools in the West Midlands, England, in 1991 and was conducted to measure the tasks required of information technology co‐ordinators and the training requirement of their schools. The main emphasis of information technology work was still on taught, examination courses and there was a perceived need for information technology awareness courses for all pupils. Many co‐ordinators had no clear perspective of the level of information technology permeation across the curriculum in their schools, and thus demonstrated an urgent need for audits of staff awareness and pupil access. Information technology co‐ordinators also saw a need for further in‐service training for many staff to enable delivery of their pupils’ information technology entitlement. Most staff training was school based and included collaborative teaching and courses run by the school staff. Little use was made of co‐operation with subject staff from other schools or outside specialists. The co‐ordinators defined their needs as being predominantly in the areas of time for co‐ordination duties, assessment of information technology across the curriculum, and training in new developments in the wider aspects of information technology. 相似文献
9.
《Journal of Further & Higher Education》2012,36(2):125-141
The use of Internet tools in economic pedagogy is growing. This paper attempts to investigate the impact of Internet tools, as a supplement to traditional teaching methods, on teaching and learning and attempts to answer the question why there are gaps between potential and reality of using Internet tools in economics education, based on our experience of integrating e‐learning into courses at Lancaster University. Responses to student questionnaires suggest that the practical features of e‐learning which are most successful at enhancing the learning experience are: the noticeboard, discussion space, multiple‐choice questions and freedom of expression anonymously. Moreover, the degree of the impact of these e‐learning features is affected by network access, residence off campus and student gender. In spite of the enormous potential of the Internet tools in higher education, it is found that much of it is not fully realized due to the problems encountered by lecturers/tutors and students and technical difficulties. It is important to note the many challenges associated with e‐learning which are yet to be debated and resolved. 相似文献
10.
学历与非学历教育的沟通与融合是南京开放大学建设背景下的重要任务。文章阐述了南京开放大学在学历和非学历教育沟通与融合的内容、面临的困难和问题。文章提出,加强学历教育与非学历教育的沟通与融合,南京开放大学需要采取建立并细化学分互认制度、修订教学计划、争取省市相关政策支持、加强微课程的建设、建立统一的教务管理系统、加强与企业的沟通、加强与国家开放大学的合作、进一步开发非学历教育项目、重视非学历教育的理论研究等措施。 相似文献
11.
This article explores notions of support and collaboration between teachers and teaching assistants (TAs) in two secondary schools in England. In particular it reviews how team members created opportunities and established collaborative practices aimed at including each other in the task of providing support for children who are described as having difficulties in learning. The data from the ethnographic study, which were collected through a variety of methods and were generated with the support and participation of teachers, heads of departments, special educational needs co‐ordinators (SENCOs) and teaching assistants, suggest that the successful inclusion of students is dependent on how schools as organisations and communities are able to support the inclusion of adults as well. 相似文献
12.
J. Michael Spector 《Distance Education》2005,26(1):5-27
This article reports findings from a Mellon Foundation research project at Syracuse University with regard to the time demands placed on teachers and learners in online courses. This exploratory research was primarily a study of cases involving three online courses and one face‐to‐face course. The focus of the study was the effects of different forms of communication and collaboration on time invested by teachers and learners. The online courses made use of e‐mail, threaded discussion forums, and online chat sessions; the face‐to‐face course used e‐mail in addition to a course Web site and lectures. Learning outcomes and retention in the three online courses were similar to outcomes and retention in comparable face‐to‐face courses at this institution. Students invested slightly more time in online courses whereas faculty, all of whom were experienced online teachers, invested considerably more time in their online courses. An analysis of interviews with online teachers at other institutions confirms the finding that experienced online teachers invest significantly more time in online teaching than their counterparts in face‐to‐face settings. 相似文献
13.
《Journal of Further & Higher Education》2012,36(4):311-321
This article reviews the outcomes to date of a collaborative project at Sheffield Hallam University to develop clear progression routes into higher education (HE) for further education (FE) students studying on Advanced Diploma, Higher National Certificate (HNC) and Higher National Diploma (HND) courses in childcare and education. Since 2002, students from partnership colleges have been eligible for enrolment on the BA (Hons) Early Childhood Studies degree at Sheffield Hallam, starting at Level 5 or Level 6, depending on previous attainment and performance at interview. While the numbers involved during the past four years have been small, student retention has been high and attainment has equalled that of their traditional‐entry colleagues. The results support the notion that it is possible to widen participation without lowering standards or suffering high rates of attrition, but there are implications for students and staff alike. 相似文献
14.
专业学位硕士研究生校企合作培养案例分析 总被引：1，自引：0，他引：1
近年来,专业学位硕士招生规模不断扩大,但对其培养还缺乏经验。为了对专业学位硕士特别是工程硕士培养进行探索,通过对专业学位硕士校企合作培养案例的效果满意度调查,分析和总结了合作培养出现问题的原因及取得良好培养效果的必要因素：企业研发方向与学生培养方向一致,导师进入企业指导,有合作科研项目支持。 相似文献
15.
Advances in information technology provide an opportunity for academic librarians and professors to offer innovative collaborative courses. The purpose of collaboration between a faculty member and a professional librarian is to integrate instruction in the course subject matter with bibliographic instruction. This integration promotes learning information acquisition skills and critical thinking, as well as the use of library resources. Research skills that students need in order to use contemporary information technology are included. The integration of those skills with the subject material of the course is described. Two applications of freshman/sophomore level courses are discussed in the paper. Course rationale, topics, and course assignments are illustrated. It is argued that students must learn modern methods of acquiring information in order to make informed independent judgments and in order to achieve understanding in any particular discipline. Providing students with the skills required to achieve access to the ever‐widening body of available information is an essential requirement of contemporary liberal education. These skills are transferable to subsequent course work and will provide the basis for life‐long learning habits. The paper presents the argument that students' achievement of “library literacy” can be promoted by effective course collaboration between faculty members and professional librarians. Benefits and problems of such collaborative courses are also discussed. 相似文献
16.
17.
Merrelyn Bates 《高等教育研究与发展》2008,27(4):305-317
Higher education is under increasing pressure to re‐evaluate the place of practice in its programs and there are increasing demands for workplace‐based experiences to be built into undergraduate degrees. The paper reports on an extended responsive case study conducted in the School of Criminology and Criminal Justice at Griffith University between 1994 and 2004. The findings point towards a model that can be used to develop courses based around a set of key challenges that learners need to face, criteria for the university’s construction of worthwhile activities, and principles of procedure that are required in order to implement them. It is suggested that university curriculum planners should concentrate on a process model of teaching, learning and research rather than on the more traditional models that tend to treat knowledge as a commodity and emphasise its production, transmission and delivery. 相似文献
18.
Individual,co‐operative and collaborative data use: A conceptual and empirical exploration 
下载免费PDF全文
下载免费PDF全文 Roos Van Gasse Kristin Vanlommel Jan Vanhoof Peter Van Petegem 《British Educational Research Journal》2017,43(3):608-626
In recent decades, the belief has originated that data use contributes to more thought‐out decisions in schools. The literature has suggested that fruitful data use is often the result of interactions among team members. However, up until now, most of the available research on data use has used ‘collaboration’ as an umbrella concept to describe very different types of interaction, without specifying the nature of collaboration or the degree of interdependency that takes place in interactions. Therefore, the current study investigates and describes Flemish teachers’ individual, co‐operative and collaborative data use. In doing so, the level of interdependency of teachers’ interactive activities (storytelling, helping, sharing, joint work) is taken into account. The results of a qualitative study with semi‐structured interviews show that teachers’ data use is predominantly of an individual nature and that felt interdependencies among teachers are few. The study enhances knowledge and opens the conceptual debate about teachers’ interactions in the context of data use. 相似文献
19.
Michael W. Raymond 《Community College Journal of Research & Practice》2013,37(3):295-301
In three years, Stetson University's More Effective Teaching Program (MET) has evolved from a writing‐across‐the‐curriculum faculty development program into a voluntary collaborative learning and teaching project. Based originally on the pedagogy associated with “writing‐to‐learn,” it contains five components that have been designed and adapted to enhance the university as a community of learning and teaching. However, what MET is does not seem as important as the way it has evolved and remained vital. A faculty committee established and maintained MET by using positive wording, tone, and attitudes; by utilizing existing research and assessment efforts to institute each successive program; and by insisting that all elements be conducted as grassroots faculty efforts. As well establishing a diversity of effective faculty development programs, Stetson University has benefited from MET because it has created expectations for the evolution and the improvement of on‐going programs. 相似文献
20.
The development of collaborative teaching efforts is briefly reviewed within the context of higher education today, which is a time of declining resources available for such efforts. Therefore costs must be considered in the promotion of collaboration, which most would likely agree is a positive element in the delivery of courses. Models of team coordinated teaching and team teaching are explained, and the authors identify four dimensions of collaboration—integration, interaction, active learning, and faculty autonomy. A successful model, which addresses both quality and cost concerns, is then offered. 相似文献