Harnessing Yik Yak for Good: A Study of Students’ Anonymous Library Feedback     

Mark Robison  Ruth Sara Connell 《Journal of Web Librarianship》2017,11(1):35-55

This study explores academic libraries’ potential uses of the mobile application Yik Yak, with particular focus on patrons’ anonymous feedback about library services and spaces. Over a 232-day period, the authors observed the Yik Yak feed for their university and recorded all yaks related to the library. A content analysis of the 249 library-related yaks found six distinct purposes that these library-related yaks served, from the perspective of the patron, which are of interest to the library: asking questions about library services; reporting problems with library spaces; reprimanding violations of and encouraging adherence to library policies; sharing compliments about library services; demons-trating need for improved library services; and discussing and offering feedback about library programs. This study reveals several opportunities for academic libraries to engage with Yik Yak in order to serve their patrons better, including providing virtual reference services, monitoring problems within the building, developing proactive approaches to policy enforce-ment, gathering honest and continuous feedback about the library's strengths, and identifying opportunities to improve and expand services. Implications for practice are discussed.  相似文献   

Thriving in the Age of Accelerations: A Brief Look at the Societal Effects of Artificial Intelligence and the Opportunities for Libraries     

Kenning Arlitsch  Bruce Newell 《图书馆管理杂志》2017,57(7):789-798

Fifty years of the compounding effects of Moore's Law have led to enormous advances in computer processing power. Increased network speeds, the availability of big data, and machine learning techniques have accelerated the development of artificial intelligence; this promises to dramatically change many industries, including libraries. This article offers some thoughts on the effects of automation on employment, the social and political fallout, and the threats and opportunities for academic and public libraries.  相似文献   

Pointing to parallels in ability-related differences in the use of metacognition in academic and psychomotor tasks     

Rose Martini  Bruce M. Shore   《Learning and individual differences》2008,18(2):237-247

This paper offers a brief review of the use of metacognition by proficient and poor performers in academic and psychomotor tasks as well as highlights the parallels and provides directions for future research. Metacognition is knowledge about one's own cognitive processes [Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906–911.]. To date, the study of the use of metacognition by children with different levels of abilities (from those having a learning disability to those identified as gifted) has been mostly restricted to the cognitive abilities in academic areas such as reading, writing, or mathematics. The structure of knowledge has been more extensively explored in the expertise literature in the performance of both academic and psychomotor tasks. Similarities have been noted in the characteristic differences between experts and novices in both these types of tasks. Studies have begun to explore the use of metacognition in psychomotor tasks such as key strokes, ball throwing–catching, and running. It seems that, as with the structure of knowledge, parallels also exist in the use of metacognition by poor and proficient performers in academic and psychomotor tasks.  相似文献   

Rapid Feedback Assessment Methods: Can We Improve Engagement and Preparation for Exams in Large-enrollment Courses?   总被引：1，自引：0，他引：1  

Sehoya H. Cotner  Bruce A. Fall  Susan M. Wick  J. D. Walker  Paul M. Baepler 《Journal of Science Education and Technology》2008,17(5):437-443

Scratch-off immediate feedback assessment technique (IF-AT) forms and classroom response systems (clickers) can increase student engagement and interaction and help students prepare for exams by indicating the type and level of questions they will encounter. We used the IF-AT throughout the semester in three sections of a lower-division biology class; in two, students worked on IF-AT questions in small permanent groups, and in one, students alternated between IF-AT and clickers each week. At the end of the semester, students answered surveys about instant feedback techniques. Students appreciated prompt feedback on their understanding of course material, enjoyed the group interaction and opportunities to learn from each other, and continued to have positive perceptions of instant feedback activities and to take them seriously throughout the semester. While appreciating the versatility of clicker questions, we find that the ease of use, low cost, effectiveness, and improved classroom climate of the IF-AT method are particularly commendable.  相似文献   

Virtual Dissection: An Interactive Anatomy Learning Tool     

Bruce Wainman  Akanksha Aggarwal  Sapriya K. Birk  Jaskaran S. Gill  Katrina S. Hass  Barbara Fenesi 《Anatomical sciences education》2021,14(6):788-798

The novelty of three-dimensional visualization technology (3DVT), such as virtual reality (VR), has captured the interest of many educational institutions. This study’s objectives were to (1) assess how VR and physical models impact anatomy learning, (2) determine the effect of visuospatial ability on anatomy learning from VR and physical models, and (3) evaluate the impact of a VR familiarization phase on learning. This within-subjects, crossover study recruited 78 undergraduate students who studied anatomical structures at both physical and VR models and were tested on their knowledge immediately and 48 hours after learning. There were no significant differences in test scores between the two modalities on both testing days. After grouping participants on visuospatial ability, low visuospatial ability learners performed significantly worse on anatomy knowledge tests compared to their high visuospatial ability counterparts when learning from VR immediately (P = 0.001, d = 1.515) and over the long-term (P = 0.003, d = 1.279). In contrast, both low and high visuospatial ability groups performed similarly well when learning from the physical model and tested immediately after learning (P = 0.067) and over the long-term (P = 0.107). These results differ from current literature which indicates that learners with low visuospatial ability are aided by 3DVT. Familiarizing participants with VR before the learning phase had no impact on learning (P = 0.967). This study demonstrated that VR may be detrimental to low visuospatial ability students, whereas physical models may allow all students, regardless of their visuospatial abilities, to learn similarly well.  相似文献   

Social and educational reform in New Zealand: The promise and threat of information technology     

Bruce W. McMillan 《Educational technology research and development : ETR & D》1995,43(4):80-92

Conclusion Implementing a curriculum is a function of what is promoted in a curriculum document, developed as school policy by the principal and staff, and put into practice by a teacher. All of these require engaging in extensive professional activity and concultation with the community. Consequently planning for the extended use of information technology by focusing on what may be promised by new curriculum documents, while ignoring political priorities and pressures, professional development issues, and community beliefs about education, exposes education to considerable risk.This paper has endeavored to demonstrate that curriculum developments in New Zealand are situated in a context which generates very different understandings of the objectives for the curriculum, depending on whether one heeds politicians, the business community, administrators in education, or teachers. Parents as well as teachers are vulnerable to the pressures arising from a heightened social emphasis on information technology, and their ideas about what should be provided in school are strongly shaped by that emphasis. Parental anxieties about future employment prospects for their children are not lessened by documents intended to guide teachers but emerge as being unable to provide a convincing rationale for the change.There is a real risk, therefore, that the promise of information technology's benefits to education and the wider community in New Zealand may turn out to be at best an illusion, and at worst, a foil for a social experiment of major proportions. Technology is perceived to be playing a significant role in both the deconstruction of the welfare state, and the establishment of a radically monetarist economy. Perhaps presenting the issues in a single broad conspectus may facilitate others' reflection on possibly extended meanings forthe information age, and theglobal village.  相似文献   

Role models,school improvement and the ‘gender gap’—do men bring out the best in boys and women the best in girls?1     

Bruce Carrington  Peter Tymms  Christine Merrell 《British Educational Research Journal》2008,34(3):315-327

A number of countries are running role model recruitment drives under the assumption that like is good for like: ethnic minority teachers should teach ethnic minority children, women should teach girls, and so on. The empirical basis for this would appear to be case study and personal reflection. This article will examine quantitative data to test the hypothesis that male teachers produce more positive attitudes amongst boys and female teachers amongst girls. Using data from the Performance Indicators in Primary Schools (PIPS) Project, information from 413 separate classes for 11 year‐olds (in England) was examined. One hundred and thirteen were taught by males and 300 by females. All the pupils completed questionnaires that were designed to measure attitude to school, reading, mathematics and science. In addition, background data on those pupils were collected, including cognitive measures, attainment scores, ability measures and home background measures. The data were examined to look at attitudes using multilevel models controlling for background factors. The analysis concentrated on interaction effects between the gender of the teacher and the gender of the pupil and the results gave little support for those who advocate recruitment drives with role models in mind.  相似文献   

Religiosity,the headscarf,and education in Turkey: an analysis of 1988 data and current implications     

Bruce H. Rankin  Işık A. Aytaç 《British Journal of Sociology of Education》2008,29(3):273-287

Previous research highlights the continuing relevance of family culture in explaining educational inequalities in Turkey, especially patriarchal beliefs and practices that discourage investment in the education of girls. We extend that research by introducing two much‐debated, but empirically untested, aspects of family culture – parental religiosity and headscarf preferences. An analysis of a nationally representative sample of 15–19 year olds in 1988 shows that while religiosity had no significant effect on educational attainment, children who lived in families whose fathers expected them to wear a headscarf in public had lower educational attainment, especially girls. The large negative headscarf effect suggests that the government ban on headscarves in schools may be an obstacle to eliminating gender inequality in education. The results are discussed in light of recent trends in Turkish society.  相似文献   

Exploring the role of 3D printing and STEM integration levels in students' STEM career interest     

Li Cheng  Pavlo “Pasha” Antonenko  Albert D. Ritzhaupt  Bruce MacFadden 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(3):1262-1278

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Statistical deconvolution     

Bruce A. Eisenstein  Louis R. Cerrato 《Journal of The Franklin Institute》1976,302(2):147-157

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