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ABSTRACTParticipating in user-centered design provides potential users of interactive risk visualization tools agency in influencing tool development. This article identifies and characterizes pathways for agency that users may experience as they participate in design of interactive tools for visualizing environmental risks. We present an empirically based conceptual framework for better understanding user agency during visualization tool development based on findings from interviews with professional visualization tool developers and discuss practical implications and future research recommendations. 相似文献
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随着互联网技术及应用的快速发展,网络论坛中信息资源的再生问题成为研究者关注的重点问题。信息资源再生是Web2.0环境下信息资源建设模式的一种变革,是指网络用户在利用信息的同时对现有信息资源进行修复和补充的过程。网络论坛可以视为信息资源再生的一个典型代表,可以从再生资源数量、再生资源质量和用户行为等角度对其进行分析。以网易、新浪和猫扑三大网站的四个版块（财经、教育、数码和旅游）中的550个帖子为分析对象,对其信息资源再生情况的分析表明：不同论坛、不同版块的帖子在浏览次数、回帖次数、每百次浏览回帖数、回帖内容构成等方面存在显著性差异;不同用户在参与帖子数、发帖数、发帖者自顶帖比例等方面存在差异;高价值组和低价值组用户在参与帖子的个数上也存在差异。造成这些差异的因素可以归结为网站和版块规则差异、用户行为差异、论坛主题差异等。总体而言,网络论坛中用户的交互程度较低,对论坛中的内容缺乏深入思考。 相似文献
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Social networks enable people with intellectual disabilities (ID) to participate actively in society and to promote their self-determination. However, concerns have been raised regarding the potential limitations of people with ID to deal with untrustworthy information sources on the Internet. In an experiment, we assessed how adult students with ID evaluated recommendations in Internet forums authored by either self-reported experts or by users under pseudonyms who supported their claim either with documentary sources or their personal experience. We compared the performances of students with ID to that of students of similar ages but higher educational levels (chronological age-matched control group) and to younger students with similar verbal mental age (verbal mental age-matched control group). Participants were asked to evaluate to what extent a fictitious user should follow particular recommendations given in a forum and to justify their evaluations by writing a message to the fictitious user. Students with ID, as opposed to the two control groups, recommended the forum advice to a higher extent regardless of authorship and evidence used, and they included in their messages to the fictitious user a higher number of opinions and information sources not present in the forum without linking them to the actual discussion. The pattern of results suggested that students with ID have a limited ability to evaluate recommendations in forums and that they do not necessarily present a delay in the development of these abilities, but rather an atypical development. Finally, we discussed the potential implications for teaching digital literacy to students with ID. 相似文献
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Online educational technologies and e‐learning tools are providing new opportunities for students to learn worldwide, and they continue to play an important role in anatomical sciences education. Yet, as we shift to teaching online, particularly within the anatomical sciences, it has become apparent that e‐learning tool success is based on more than just user satisfaction and preliminary learning outcomes—rather it is a multidimensional construct that should be addressed from an integrated perspective. The efficiency, effectiveness and satisfaction with which a user can navigate an e‐learning tool is known as usability, and represents a construct which we propose can be used to quantitatively evaluate e‐learning tool success. To assess the usability of an e‐learning tool, usability testing should be employed during the design and development phases (i.e., prior to its release to users) as well as during its delivery (i.e., following its release to users). However, both the commercial educational software industry and individual academic developers in the anatomical sciences have overlooked the added value of additional usability testing. Reducing learner frustration and anxiety during e‐learning tool use is essential in ensuring e‐learning tool success, and will require a commitment on the part of the developers to engage in usability testing during all stages of an e‐learning tool's life cycle. Anat Sci Educ 10: 190–199. © 2016 American Association of Anatomists. 相似文献
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新课程改革视野下的教研论坛功能探析 总被引：1，自引：0，他引：1
刘伟 《湖南师范大学教育科学学报》2008,7(4)
教研论坛是运用现代网络技术构建的网络教研新平台.教研论坛的功能是:集体备课、专题讨论、解惑答疑、共享与交流教学资源.通过对这四种功能进行深入探讨,将有助于教研论坛的推广应用,使教研论坛成为新课程改革中进行教育科研的一件重要工具,从而促进一线教师专业成长方式的整体转型. 相似文献
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随着网络教育的兴起,协作与交互在网络教学中起着重要的作用,学习论坛作为网络课程中重要的有机组成部分,是学习者进行协作-9交互的重要工具。针对当前网络课程中学习论坛存在的问题,以教学设计论坛为例,阐述了在实践中运用ASP技术、ADO技术、ACCESS后台数据库等设计开发功能完善的学习论坛的过程,旨在改变当前学习论坛倍受冷落现状,使学习论坛真正成为网络教育中学习者有效的交流工具。 相似文献
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韦相 《蒙自师范高等专科学校学报》2013,(2):40-42,63
Web挖掘的一个研究方向是发现用户对网页的兴趣.用户的浏览网页意味着用户对该网页上的某种概念感兴趣.文中提出基于隐马尔可夫模型,对用户访问网页的序列进行分析,发现用户感兴趣的概念,然后把蕴含用户感兴趣概念程度最大的网页推荐给用户.这种模式实质上是一种Web服务设计,给用户提供个性化的优质服务,提高网站的服务质量. 相似文献
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The moves towards the inclusion of pupils with special educational needs (SEN) into mainstream settings places particular responsibilities on SEN educators in these schools, who are charged with both meeting such pupils’ individual needs and promoting more inclusive contexts. The resultant tensions may be reflected in how SEN educators see their professional identities. We studied the determinants of SEN educators’ usage of a professional email forum, one unrestricted support and information mechanism for SEN coordinators. Drawing on social psychological identity theory we predicted the usage of a professional email forum by SEN educators. We hypothesised that particular characteristics of SEN educators, relating to how they regard their professional identity, would predict the usage of the forum. An email forum survey comprising Likert‐style questions to assess identification, prototypicality, and forum usage was completed by 130 SEN educators. We found use of the forum was highest when users felt they were not central members of their professional group, but at the same time this group was important to their identities. We discuss these findings in relation to the policy and practice of educational inclusion. 相似文献
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Mark Waugh 《The International Journal of Art & Design Education》2003,22(2):168-182
This contribution is an introduction to an online forum, Vivarium, at the new open¦ed web site. The site will be accessible to an audience of: educationalists, artists, producers, development agencies and funding bodies. The forum will discuss the artist as educator, the culture of art in education, and explicitly Live Art as tool for rendering social issues for exploration in the classrooms of the future. In an era of global ecologies of information, offering users data on everything from hydroponics to Derrida's text The Truth in Painting, fertile knowledge is increasingly accessed through non‐hierarchical networks. In such a terrain, a new post‐pedagogical approach to creativity appears essential if we hope to excite, channel and challenge young people. This paper charts a series of critical issues that readers are invited to develop and discuss online, but perhaps more importantly signifies potential topics that might return in a series of subsequent dialogues commissioned by the Arts Council England for Vivarium. The broader aim of Vivarium is to create a context to frame potential initiatives that might be delivered through Creative Partnerships, the unprecedented Arts Council England initiative, promoting cultural and creative activity for young people. 相似文献
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Rebecca S. Vine Foggo Amanda A. Webster Roselyn Dixon 《British Journal of Special Education》2020,47(2):208-229
Difficulties with social communication may present challenges in gathering data from individuals with autism in research. To encourage individuals with autism to participate directly in research, methods that allow for autistic symptomology should be considered. An online forum was developed to enable adolescents with autism to share their social experiences. Ten female adolescents with autism, aged 12 to 19, engaged with the forum over 12 weeks. Questions were posted weekly and data were collected on the frequency of participant responses, quality of responses, and participants' engagement with each other. Data indicated that the frequency and quality of participants' responses were high, and participants' engagement with each other facilitated the introduction of new topics. The online forum was an effective tool for adolescents with autism to have direct participation in research. It offers promise in future studies as a practical research tool that accommodates the social communication challenges of individuals with autism. 相似文献
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《通化师范学院学报》2006,(5):F0003-F0003
2006年全国小学生英语竞赛(NECPS)决赛已于2006年5月14日9:00-10:00在全国各地同时举行。参加决赛的选手均是经初赛选拔的佼佼者,全国共有30个省 (自治区、直辖市)的6万余名小学生参加了决赛。在本次决赛中,浙江、湖南、广东、云南、上海等省、自治区、直辖市的部分赛区举行了口试。本次决赛成绩将在赛后两周内公布,参赛学生可在所在省(自治区、直辖市)级英语教研部门或 相似文献
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This guest editorial reports on the expansion of a program for expectant and new fathers within a local health service on the Central Coast of New South Wales, Australia. The program, titled “Father-Time: Welcome to the Rest of Your Life,” incorporates, and is an extension to, the all-male discussion forum previously reported in this journal (Spring 2005, Volume 14, No. 2). 相似文献
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针对服装推荐方法推荐精度不高、覆盖率低,不能充分挖掘用户潜在兴趣的问题,提出一种基于用户图像内容属性偏好与时间因子的服装推荐（UIACF）算法。通过构建深度卷积神经网络,提取服装图像中的服装属性,并据此形成用户属性向量,将基于用户属性偏好的相似度与基于时间因子的用户兴趣偏好相似度融合,构建用户偏好模型。将其与基于用户的协同过滤（UCF）算法、基于项目的协同过滤（ICF）算法及基于项目偏好的协同过滤（UCSVD）算法进行比较,结果显示,UIACF 算法准确率提高 14%。该算法为基于用户的服装协同过滤个性化推荐提供了一种新思路,用户潜在兴趣挖掘效率更高。 相似文献
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Laetitia Mauroux Karen D. Könings Jessica Dehler Zufferey Jean-Luc Gurtner 《Vocations and Learning》2014,7(2):215-239
While learning journals (LJs) have been shown to support self-regulated learning strategies, reflection and learning outcomes in academic contexts, few studies have investigated their relevance in vocational education. A mobile and online learning journal (MOLJ) was developed to support reflection on workplace experiences. However, acceptance of the mobile and online learning journal by apprentices and supervisors is not trivial. This study investigated how apprentices use the mobile and online learning journal and why they use it that way. The mobile and online learning journal was developed for apprentices in the field of bakery and contains a recipe book, a smartphone app to take pictures of workplace experiences, and a learning journal for reflection. Apprentices’ workplace supervisors have access to the mobile and online learning journal to provide support and feedback. A mixed method study was conducted with 16 apprentices. Indicators of their use of the mobile and online learning journal were recorded, while reasons for use were studied by questionnaires and semi-structured interviews. Four kinds of users of the mobile and online learning journal were identified: Multifunction users, picture takers, learning journal users, and overall low users. The most determining factors for the acceptance and use of the mobile and online learning journal by apprentices were their interest in the use of a smartphone at the workplace, their acceptance of reflection on workplace experiences through the mobile and online learning journal, and supervisors’ participation and provision of feedback. Promoting the use of learning journals by apprentices requires strong guidance in the design of the learning journal as well as support and feedback from supervisors. Taking pictures from the workplace proves useful for learning and sharing experience in vocational training. 相似文献
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Anne Nevgi Päivi Virtanen Hannele Niemi 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(6):937-947
The paper focuses on the question of how to advance collaboration through the Web and support lifelong learning. First, the theoretical framework and architecture of a new web‐based tool, the ‘IQ Team’, is introduced. IQ Team is an interactive online assessment and support system to learn social skills needed in cooperative work, and belongs in an interactive online assessing and tutoring system, ‘IQ Form’, developed for the Finnish Virtual University. IQ Team has three main elements: (1) interactive self‐evaluation test banks, (2) online tutoring sets and (3) learning diaries. In the creation of IQ Team, the validation process was conducted with two samples (n = 259 and n = 275). The online students’ social skills in different groups were explored, and the feedback data from different user groups were analysed. The online students scored high values for social skills, and no differences were discerned between university, Open University and technical students. The qualitative data (n = 35) were collected in order to get users’ feedback of the tool. The qualitative data consisted of interviews, open‐ended questions and online discussions. The users of IQ Team reflected that the tool benefited them to become aware of their group work skills and developed their collaborative learning skills. IQ Team provides a powerful tool for online instruction and communication in higher education and in the Open University to promote joint‐regulated learning. 相似文献
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Dale L. Sullivan 《Technical Communication Quarterly》2013,22(2):125-146
Academic disciplines certify knowledge through publication in scholarly journals; therefore, peer review of journal articles is one method of authorizing someone's speech. It is possible, however, to see peer review and other strategies as methods by which elites silence or de‐authorize voices that pose a threat to their status. This article discusses four methods of forum control— peer review, denial of forum, public correction, and published ridicule. Examples are drawn from cases in science. 相似文献
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网站作为互联网的一个应用如何更好地为用户服务?如何以用户为中心,预测用户需求?如何建立用户偏爱的页面,对用户关心的内容进行重新组织?对于不同的用户,如何依据他们自身特点建立自适应网站?本文利用人的认知理论以及人机接口技术建立了一个网站模型,为个性化网站的设计提供了新的思路. 相似文献
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本文从加强大学生人文素质教育的角度，探讨了高校自办文学月刊这一课题，即强化写作教育、文学教育，提供发表阵地，筹措办刊经费，以及编辑、刊号和办刊导向等等。 相似文献