Use and evaluation of a technology-rich experimental collaborative classroom     

Diane Salter  David L. Thomson  Bob Fox  Joy Lam 《高等教育研究与发展》2013,32(5):805-819

In order to pilot a shift towards greater use of collaborative learning in our higher education programs, the University of Hong Kong has invested in the development of a prototype technology-enhanced collaborative learning space. The space was created by retrofitting a vacant studio, turning it into an innovative classroom space in which collaborative learning is promoted and facilitated both through the provision of technology and by the physical layout of the room. We have used the space to pioneer collaborative learning both by holding professional development workshops for faculty in the room and also by helping academic staff to run experimental courses in the learning space. The opportunity to offer professional development and support for academic staff in this environment is particularly valuable as it ensures they do not simply deliver traditional didactic lectures in a space designed to promote interactive student learning and engagement. By using the space as a ‘student’ they are able to consider how they may use collaborative learning environments with their students. This paper describes use of the room for professional development of academic staff and also provides two examples of the use and evaluation of the room by faculty who used the room to teach experimental classes.  相似文献   

Performance indicators as conceptual technologies   总被引：1，自引：0，他引：1  

Bob Barnetson  Marc Cutright 《Higher Education》2000,40(3):277-292

This paper posits that performance indicators (PIs)are conceptual technologies that shape what issuesacademics think about and how academics think aboutthose issues by embedding normative assumptions intothe selection and structure of those indicators.Exploring the assumptions embedded in Alberta's(Canada) PIs yields an initial typology of assumptionsthat academics can apply to performance indicators inhigher education to understand, refine or criticallychallenge their introduction.  相似文献   

Overshadowing of explicitly unpaired conditioned inhibition is disrupted by preexposure to the overshadowed inhibitor     

Aaron P. Blaisdell  Hernán I. Savastano  Ralph R. Miller 《Learning & behavior》1999,27(3):346-357

In two conditioned lick-suppression experiments with rats, the interaction of preexposure to a target stimulus and subsequent overshadowing of conditioned inhibition treatment was examined. Blaisdell, Bristol, Gunther, and Miller (1998) have demonstrated that stimulus preexposure and overshadowing counteract each other in their effects on Pavlovian excitation, producing strong excitatory responding to the target stimulus. In the present experiments, a conditioned inhibition analogue of this effect was examined. Overshadowing of conditioned inhibition (i.e., attenuation of inhibitory control of behavior by the target stimulus) was demonstrated when a more salient stimulus was compounded with the target inhibitor during conditioned inhibition training. However, the overshadowing deficit was attenuated by preexposing the target stimulus prior to overshadowing treatment. To account for this phenomenon, we contrast the comparator hypothesis (Miller & Matzel, 1988) with contemporary models that focus on associative acquisition.  相似文献   

Systematic Mentoring for New Faculty Teachers and Graduate Teaching Assistants   总被引：3，自引：0，他引：3  

Peg Boyle  Bob Boice 《Innovative Higher Education》1998,22(3):157-179

This study reports on the development and assessment of two mentoring programs, one for new faculty and one for new graduate teaching assistants. The first program was an externally funded, elaborate program; and it suggested the centrality of factors such as sustained, involving relationships for best outcomes with protégés. The second project, with newcomers to graduate study, demonstrated that a simpler program focusing on involvement within the pair and group meetings produces promising results. From both these projects, we developed a replicable model of systematic mentoring; and we obtained a clear picture of the styles and skills of exemplary mentors.Peg Boyle: Graduated from the State University of New York at Stony Brooknow resides in Boone, North Carolina  相似文献   

Editorial          下载免费PDF全文

Bob Davis 《Journal of Philosophy of Education》2018,52(1):2-4

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Using instructional technology with at-risk youth     

Bob A. Gray 《TechTrends》1991,36(5):61-63

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Lessons from the past: Lessons for the future   总被引：2，自引：0，他引：2  

Bob Bessant 《The Australian Educational Researcher》1996,23(1):17-30

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Building a technology foundation for future teachers     

Dr. Leslie J. Davison  David Burr  Jean C. Eberlein  Daniel J. Fuchs  Lupita Saucedo  Bob H. Steffen 《TechTrends》2000,44(4):11-15

It is fitting that the teachers of tomorrow are provided with the correct modeling of technology in their first education class. To separate technology from education is both impossible and foolish. The sooner college students are exposed to the latest forms of technology, the more equipped they will be to integrate these tools into their teaching strategies for the benefit of future learners.  相似文献   

SSP-NASIG Joint Meeting: Wrap Up Panel with All Speakers     

Bob Boissy  Jayne Marks  T. Scott Plutchak  Caitlin Trasande  Peter Jaszi  Michael Remington 《期刊图书馆员》2016,70(1-4):44-54

The expert speakers from the publishing, librarian, and vendor communities regrouped at the end of the Society for Scholarly Publishing–NASIG Joint Meeting to answer questions or elaborate on information they presented earlier during the meeting.  相似文献   

The School Development Program     

Bob Reising Column Editor 《Clearing house (Menasha, Wis.)》2013,86(1)

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