首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
Theatre and drama are areas of performance and inquiry which usually assume engagement and commitment to the ensemble or group process, supported by strong individual input. How can this “dynamic” be brought into a fully online distance course? In this article we analyse and reflect on the design and implementation of an online theatre studies course using theatrical metaphors to consider the mise‐en‐scène, students’ entrances and exits into the online space, their solo and ensemble work, and the importance of “teaching presence.” Attention is paid to fostering a “course dynamic” that echoes the social world of the learners. The action research undertaken indicates that a fully online course can be as engaging, interesting, and innovative as any course designed for more traditional settings.  相似文献   

2.
This study draws upon qualitative case study to investigate the connections between the “funds of knowledge” that urban, high‐poverty students bring to science learning and the development of a sustained interest in science. We found that youth developed a sustained interest in science when: (1) their science experiences connected with how they envision their own futures; (2) learning environments supported the kinds of social relationships students valued; and (3) science activities supported students' sense of agency for enacting their views on the purpose of science. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 466–489, 2007  相似文献   

3.
The relationship between ideology and learning remains insufficiently theorized and sparsely investigated in the learning sciences. Drawing on Stuart Hall’s theorization of ideology, Judith Butler’s notion of the (un)grievability of lives, and Sara Ahmed’s construct of stickiness, we illustrate how insights from critical social theory are indispensable to understanding processes of learning and how perspectives from the learning sciences can enrich critical social theory. Through the analysis of a classroom discussion on the use of militarized drones in an undergraduate engineering ethics course, we show how ideological convergence among participants constructed locally significant categories of “civilian,” “terrorist,” and (un)grievability, which narrowed the possible trajectories for students’ disciplinary learning in engineering and engineering ethics. Our analysis also shows that fleeting moments of ideological expansion offered opportunities for new learning; however, most of these instances of possibility were not sustained through the classroom discussion. We explicate how ideological convergences and expansions, as interactional achievements, profoundly matter for disciplinary learning and students’ identities. In conclusion, we explore the implications of our findings for broader contexts of learning and for the field of the learning sciences.  相似文献   

4.
We argue that beyond metaphors, according to which learning is a process of knowledge acquisition by individual learners (a “monological” approach) or participation to social interaction (a “dialogical” approach), one should distinguish a “trialogical” approach, i.e., learning as a process of knowledge creation which concentrates on mediated processes where common objects of activity are developed collaboratively. The third metaphor helps us to elicit and understand processes of knowledge advancement that are important in a knowledge society. We review three approaches to knowledge-creation, i.e., Bereiter‘s knowledge-building, Engeström‘s expansive learning, and Nonaka and Takeuchi‘s organizational knowledge-creation. We give a concise analysis of the trialogical character of the knowledge-creation approach, and illustrate how the third metaphor may be applied at the school level.  相似文献   

5.
The Okayama Education for Sustainable Development (ESD) Project is an ongoing initiative in Okayama City, Japan, established in 2005 by the Regional Centre of Expertise (RCE) Okayama and the Okayama Municipal Government with the aim “to create a community where people learn, think and act together towards realising a sustainable society”. With a diverse participant base of over 240 organisations – including community learning centres (kominkans), schools, universities and non-governmental organisations (NGOs) – this initiative has administered numerous programmes. It has engaged a large and diverse group of citizens from Okayama City in exploring sustainability issues through collective discussion, envisioning and practice with the aim of living more sustainable lives. The decade-long experience of the Okayama ESD Project has gained international attention, and the “Okayama Model” is considered an inspiring example of community-based ESD due to the positive changes it has supported. In this article, the Okayama ESD Project is presented as a case study on effective social learning for sustainability. In particular, the practical efforts made are examined to provide insights into how various elements of a social learning process were strengthened and linked to create active learning cycles among community members. In addition, the conditions for creating an effective learning community are investigated, while the practical actions taken are examined in relation to creating an effective social learning process. Finally, this article presents the important role which social learning has played in Okayama City’s transition to sustainability and identifies the key efforts made to address and link each of these elements of social learning into a dynamic cycle.  相似文献   

6.
In this paper we explore the contributions that Deleuze and Guattari have made to thinking/writing language and how these ideas can be put to work in producing a doctoral thesis. We contribute to the field of work within what Patti Lather and Elizabeth St Pierre have called the “post-qualitative” movement, where researchers attempt to “imagine and accomplish an inquiry that might produce different knowledge and produce knowledge differently”. We attempt to rethink the thesis text, using a language where language always falls apart, a way of talking/writing/reading about presentation of research within a doctoral thesis that will provide the writermachine a space to “pass”. The paper will provide some ideas and ways forward for writers who are attempting to deterritorialize research, who are attempting to experiment with new representational forms.  相似文献   

7.
Abstract

This article investigates how a structured post-course follow-up reflection activity affects the depth of reflection and facilitates the transfer of learning. The research is reflective, based on the findings from the Action Learning Management Practicum, a 3rd year paper at Massey University, New Zealand. The initial reflections at the end of the course generally went no deeper than students “noticing”, or “making sense” of the experiences. With the benefit of distance and time away from the course, the students' reflection was deep and insightful. The findings suggest that the post-course reflection activity enables participants to “make meaning” from their experiences with the benefit of time and distance from the initial post-course reflection, thus enhancing the transfer of learning. The article argues for an extension and adaptation to Kolb's “Experiential Learning Cycle” model in relation to the time of reflection based on the empirical evidence provided.  相似文献   

8.
This study investigated the effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Students in one middle school course were randomly assigned to one of the two treatment groups after they received initial general instruction regarding teamwork skills. The “digital storytelling-based online collaborative learning (DST-OCL)” and the “general online collaborative learning (G-OCL)” groups received subsequent associated skills training. The overall results indicated that after each group took part in the treatment during online collaborative learning activities, the “DST-OCL” groups had significantly higher social presence than the “G-OCL” groups. Specifically, using “DST-OCL” strategies was significantly more effective than using “G-OCL” strategies for improving the “online communication,” “interactivity,” and “privacy” components of students’ social presence in online collaborative learning environments. There was no significant difference between the two groups regarding student achievement and attitude. The findings of this study offer an insight into methods for using digital storytelling as an instructional strategy for improving online collaborative learning effectiveness.  相似文献   

9.
The aim of this paper is explain how the notion of “study and research course”, a recent construct in the anthropological theory of didactics, provides a general tool to model mathematical knowledge from a didactical perspective. We do this from two points of view. First, the notion itself arose as a tool for didactic design, particularly in mathematics teaching involving modelling type subjects, and we introduce a new diagrammatic representation in order to present and analyse a selection of such designs. Secondly, we demonstrate how the same representational tool can be used to analyse other didactic processes as study and research courses. In both cases, our examination of cases reveals that designers and teachers are often more explicit about their intention to enable students to do “research” (e.g. exploring a challenging problem) than to enable students to engage in autonomous “study”; moreover, the role for students is mostly confined to search for answers to questions raised, essentially, by the teacher. These observations point to directions which deserve more attention in design research related to the notion of study and research course.  相似文献   

10.
This article reviews key findings from six surveys of technology-enhanced learning (TEL) across the UK higher education (HE) sector, conducted by Universities and Colleges Information Systems Association in association with Jisc. Updating the findings presented by Jenkins, Browne, Walker, and Hewitt [2010. The development of technology enhanced learning: Findings from a 2008 survey of UK higher education institutions, Interactive Learning Environments. First published on: 22 January 2010 (iFirst)], the article reports on the emerging and planned patterns of TEL across the UK HE sector over the last decade. Our analysis shows that against the backdrop of Higher Education Funding Council for England capital funding, institutions have made considerable investments in technology and infrastructure to support learning and teaching – specifically in the domain of learning management and assessment systems. While the drivers for TEL development have consistently focused on enhancing teaching and learning over the years, the subject of this investment has been directed to the implementation of enterprise-wide systems to manage and control learning processes, delivering efficiencies of scale and standardised learning experiences through centrally managed solutions, rather than support for student-controlled tools. In contrast, the diffusion of technologies supporting collaborative learning and knowledge sharing has been more a feature of local TEL provision, as evidenced through the informal learning practice of students and departmental projects. The evolution of course delivery models and pedagogic developments supported through the use of technology have been noticeably much slower to realise; growth in “web-dependent” rather than “supplementary” course design models has been quite limited across the sector and we have observed negligible growth in distance learning provision over this period. The evidence suggests that challenges remain in developing course delivery models which focus on active student learning, maximising the opportunities that web and mobile technologies now offer for interactive student-centred learning design. We speculate that the recent upsurge of interest in Massive Open Online Courses may act as a catalyst in this respect, in driving campus-based courses to embrace new learning models supported by TEL tools.  相似文献   

11.
This paper reports an initial study on investigating inquiry-based learning in science in an upper primary class guided by an inquiry-based learning model in a seamless learning environment. Two questions are addressed: (1) how students advanced their domain knowledge?; and (2) how students developed their inquiry skills? One teacher and 27 Grade-four students from a local primary school were involved in the study. Six inquiry-based learning lessons focusing on a scientific “rustproofing” learning unit were conducted in a seamless learning environment, initiated in a digital classroom and extended to online discussions on a social network platform. Qualitative data were collected and analysed over two weeks. The results show ways that the students advanced their domain knowledge and developed their inquiry skills.  相似文献   

12.
The aim of this paper is to examine how project-based learning in distance education can be seen to make a distinctive contribution to “improving student learning”. How has this approach to course design and assessment been put into practice in an Open University (OU) course and what assumptions about teaching and learning are involved in this course development process. The paper also looks briefly at how this project component has been evaluated by describing students’ and tutors’ experiences of learning and teaching in the form of “action research” so to reflect critically on practice and so initiate change.  相似文献   

13.
Failure has an important role to play in learning how to navigate highly uncertain organizational environments. But “failing fast” just for its own sake may in fact undermine learning if not set up or handled correctly. Using failure-based pedagogy, including generative failure, whole-person learning, and entrepreneurial thinking, an MBA course was designed and experienced by 48 students in three instances. Structured around a novel guiding framework of “brains, bravery, and belief,” the course has resulted in highly impactful learning for students. Student experiments are typically based around either exploring an entrepreneurial idea, developing or enhancing a particular skill, or applying skills and knowledge to help improve a societal problem. In each case, students are supported but also challenged to go beyond their comfort zones and encounter some intelligent failure in the journey. Regular reflection on their experiences, both from a cognitive and an affective perspective, is an essential element built into the course experience. The course, which itself was an experiment and not without its own instructive failures, is now an essential part of the MBA experience.  相似文献   

14.
This work investigates the effect a Web 2.0 learning environment may have in higher education in adding value to the students’ existing competencies. The major issues that this work examines are whether the incorporation of a Web 2.0 environment in higher education has an effect on the students’ performance and what are the significant factors that should be taken into account in the deployment of these technologies to achieve the maximum possible benefits and whether and how they correlate to each other. These factors are derived from the students’ views on the use of technology in a university course deployment and from the students’ personal opinions about a pilot course in a Web 2.0 learning environment. Although the results indicate no direct effect on the students’ performance, significant factors have been revealed via a thorough assessment, which has been performed in the context of a semester–long course, utilizing statistical process control techniques. The derived factors are namely: “Technology as an educational reinforcement”, “Technology as a tool to enhance comprehension” and “Enhancement of student interest and experience”, while in the second one “Completeness of the educational approach”, “Satisfaction from the educational approach” and “Course demands”. These factors can then form the basis for a feedback processes and a monitoring mechanism for a continuously updated educational process.  相似文献   

15.
信息技术支持的学与教变革是教育信息化系统改革中的关键。我国信息技术支持的学与教,在理论层面已开始由“要素观”逐步转向“生态观”,但实践层面的变革思路上存在着“技术导向”的倾向,这导致研究者热衷技术应用而忽视学与教本身。通过对比中外教育信息化政策以及分析新加坡的典型案例,发现国际上学与教变革的新措施均体现出“学习导向”的特征,并有四个主要动向：关注信息时代学习者的能力结构、挖掘教育“大数据”以分析学习者行为、构建个性化网络学习空间以培育新型学习方式、倡导“以学习者为中心”的新型教学模式。我国应将信息技术支持的学与教变革思路逐渐由“技术导向”转到“学习导向”。  相似文献   

16.
The purpose of this study was to measure teachers' views about trust between teachers, trust between the principal and teachers, peer collaboration, positive attitudes towards the school and how these antecedents influence the academic pressure teachers put on pupils with respect to learning and learning intensity and performance. The methodology involved was a cross-sectional survey of 234 teachers from 11 Norwegian schools. The structural equation analysis indicated that principal-teacher trust has a moderately high impact on such constructs as “teacher-teacher trust” and “academic pressure” and that “teacher-teacher trust” has a moderately high impact on teachers' “peer collaboration”. “Peer collaboration” has a lower impact on “academic pressure”, while the impact of “positive attitudes towards the school” was moderately high. The article concludes with a discussion of the knowledge basis for understanding how social practice among teachers and school leaders in school communities is mobilised for a sustained focus on pupil learning. Implications for practice and directions for future research are discussed.  相似文献   

17.
During 2007 all Danish university curricula were reformulated to explicitly state course objectives due to the adoption of a new Danish national grading scale which stipulated that grades were to be given based on how well students meet explicit course objectives. The Faculties of Science at University of Aarhus and University of Southern Denmark interpreted “course objectives” as “intended learning outcomes” (ILO) and systematically formulated all such as competencies using the SOLO taxonomy that operates with five numbered progressive levels of competencies. We investigate how the formulation of ILOs using the SOLO taxonomy gives information about competence progression, educational traditions, and the nature of various science subjects. We use all the course curricula (in total 632) from the two faculties to analyze and compare undergraduate and graduate courses within each department, and different departments with each other.  相似文献   

18.
This case study offers teachers and teacher educators a sociocultural view of inclusion, showing how it was accomplished for a student who had long been segregated in special education classrooms. Judy, a student classified as learning disabled, participated and learned in collaboration with her peers in a diverse classroom environment. Through close analysis of segments of instructional discourse, the study illustrates how her general education teacher enacted “interactional inclusion”. By making particular discourse moves, he supported the building of an inclusional culture that repositioned Judy and her classmates. She achieved social affiliation and academic success, without limiting other students’ learning opportunities. The study provides guidelines for the implementation of classroom inclusive practices suggested by this profile; offers evidence of the benefits of this kind of research; and, argues for why we need more if it.  相似文献   

19.
Social Learning: a new perspective on learning in participatory systems   总被引：1，自引：1，他引：0  
In many cases experiential learning is located in individuals. Sometimes it is agreed that experiential learning can also be located in groups or social systems. Yet, little effort has been made to conceptualise these processes of “social learning”. In this contribution the authors point out the importance of social learning against the backdrop of changing circumstances in times of reflexive modernisation. Drawing on research, they develop an overall picture of four basic axes of social learning: action, reflection, cooperation and communication. They argue that social learning is all about balancing between various tensions which influence the decisions and directions of the learning systems. They also outline how power, responsibility and creativity hereby play a role. Finally, they formulate some insights about how these processes of social learning can be influenced by external or internal partners of participatory systems.  相似文献   

20.
In the public discussion of genetically modified (GM) food the representations of science as a social good, conducted in the public interest to solve major problems are being subjected to intense scrutiny and questioning. Scientists working in these areas have been seen to struggle for the position of science in society. However few in situ studies of how the debate about science appears in learning situations at the university level have been undertaken. In the present study an introductory course in biotechnology was observed during one semester, lectures and small group supervision concerning GM food were videotaped and student’s reports on the issue were collected. The ethnographic approach to Discourse analysis was conducted by means of a set of carefully selected and representative observations of how a group of students learn to argue and appropriate views held in the Discourse they are enculturated into. While socio-scientific issues (SSIs) are often associated with achieving scientific literacy in terms of “informed decisions” involving “rational thought and Discourse” this study shows that SSI in practice, in the context studied here, is primarily concerned with using scientific language to privilege professional understandings of GMOs and discredit public worries and concerns. Scientific claims were privileged over ethical, economical and political claims which were either made irrelevant or rebutted. The students were seen to appropriate a Discourse model held in the biotechnological community that public opposition towards GMO is due to “insufficient knowledge”. The present study offers insights into biotechnology students’ decision making regarding socio-scientific issues, while also demonstrating the utility of Discourse analysis for understanding learning in this university context. Implications for reflection on the institutional Discourse of science and teaching of controversial issues in science are drawn and the study contributes to the investigation of claims of scientific literacy coupled to SSIs and argumentation  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号