Role of the educator in social software initiatives in further and higher education: A conceptualisation and research agenda     

Shailey Minocha  Andreas Schroeder  Christoph Schneider 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):889-903

Higher and further education institutions are increasingly using social software tools to support teaching and learning. A growing body of research investigates the diversity of tools and their range of contributions. However, little research has focused on investigating the role of the educator in the context of a social software initiative, even though the educator is critical for the introduction and successful use of social software in a course environment. Hence, we argue that research on social software should place greater emphasis on the educators, as their roles and activities (such as selecting the tools, developing the tasks and facilitating the students' interactions with these tools) are instrumental in a social software initiative. To address this gap, we have developed a research agenda on the role of the educator in a social software initiative. Drawing on role theory, both as the basis for a systematic conceptualization of the educator role and as a guiding framework, we have developed a series of concrete research questions that address core issues associated with the educator roles in a social software context. We have provided recommendations for further investigations. By developing a research agenda, we hope to stimulate research that creates a better understanding of the educator's situation and develops guidelines to help educators carry out their social software initiatives. Considering the significant role an educator plays in the initiation and conduct of a social software initiative, our research agenda ultimately seeks to contribute to the adoption and efficient use of social software in education.  相似文献   

Knowledge about the mind: links between theory of mind and later metamemory   总被引：1，自引：0，他引：1  

Lockl K  Schneider W 《Child development》2007,78(1):148-167

This longitudinal study combined, in a single study, different aspects of children's knowledge about mental phenomena and thus could investigate relations among the development of language, theory of mind, and later metamemory. In total, 183 German children were tested at ages 3, 4, and 5. Each time of testing included a set of theory-of-mind tasks, a battery of language development, and additionally, at Time 3, a set of metamemory questions. The findings demonstrate strong relationships between children's language abilities and their theory of mind (both first- and second-order false beliefs). Moreover, both theory-of-mind and language competencies significantly predicted later metamemory, with their relative contribution changing over time. Language may influence metamemory developmentally both directly and indirectly (through theory of mind).  相似文献   

Trust in results     

Skedsmo  Guri  Huber  Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2019,31(4):377-380

Educational Assessment, Evaluation and Accountability -  相似文献   

The impact of new public management instruments on PhD education   总被引：1，自引：0，他引：1  

Peter Schneider  Dieter Sadowski 《Higher Education》2010,59(5):543-565

New public governance emphasises less state, more market and more hierarchy as the cornerstones for effective steering of higher education institutions. Based on an explorative analysis of qualitative and quantitative data of fourteen German and European economics departments, we investigate the steering effects of six new public management instruments in the years 2001 and 2002 on subsequent placement success of PhD graduates. Using crisp set Qualitative Comparative Analysis to analyse the data, our results deliver strong support for the positive effects of competition for resources and the varying effects of hierarchy on PhD education. Governance of successful departments is characterised by two solutions: transparency over academic achievements as one single success factor in each solution or a combination of additional funding based on national competitive performance with either no public policy regulations for departments or no university regulations for departments. Governance of unsuccessful departments is characterised by one solution: university regulations for departments or a combination of no additional funding based on national competitive performance and no transparency over academic achievements. Our results strengthen the strong impact of selected competitive mechanisms as an effective governance instrument and the partially detrimental effects of state regulations. University regulations turn out to be successful if they increase transparency over academic achievements by faculty members. Success is unlikely if those rules intervene into PhD education.  相似文献   

The development of ESD-related competencies in supportive institutional frameworks     

Gerhard de Haan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,31(1):315-328

Although Education for Sustainable Development (ESD) is a matter of global importance, the requirements and needs of people differ according to their regional circumstances. (Not only) in Germany—in keeping with the increasingly international focus of “output” evaluations—one dominant educational debate has centred on effective ways of mapping and understanding pupils’ competencies. This article provides a Model of Competence for ESD in the formal education sector. This model aims to inform the organisation of teaching and to help assess the learning outcomes of pupils who have received instruction in issues relating to ESD. The competence model was developed and extended in connection with two German federal state innovation programmes which aimed to implement the concept of ESD in schools across the country.  相似文献   

Connecting high school physics experiences,outcome expectations,physics identity,and physics career choice: A gender study   总被引：1，自引：1，他引：0  

Zahra Hazari  Gerhard Sonnert  Philip M. Sadler  Marie‐Claire Shanahan 《科学教学研究杂志》2010,47(8):978-1003

This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence Research in Science and Engineering (PRiSE) project, which surveyed college English students nationally about their backgrounds, high school science experiences, and science attitudes, the study uses multiple regression to examine the responses of 3,829 students from 34 randomly selected US colleges/universities. Confirming the salience of the identity dimension for young persons' occupational plans, the measure for students' physics identity used in this study was found to strongly predict their intended choice of a physics career. Physics identity, in turn, was found to correlate positively with a desire for an intrinsically fulfilling career and negatively with a desire for personal/family time and opportunities to work with others. Physics identity was also positively predicted by several high school physics characteristics/experiences such as a focus on conceptual understanding, real‐world/contextual connections, students answering questions or making comments, students teaching classmates, and having an encouraging teacher. Even though equally beneficial for both genders, females reported experiencing a conceptual focus and real‐world/contextual connections less frequently. The explicit discussion of under‐representation of women in science was positively related to physics identity for female students but had no impact for male students. Surprisingly, several experiences that were hypothesized to be important for females' physics identity were found to be non‐significant including having female scientist guest speakers, discussion of women scientists' work, and the frequency of group work. This study exemplifies a useful theoretical framework based on identity, which can be employed to further examine persistence in science, and illustrates possible avenues for change in high school physics teaching. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 978–1003, 2010  相似文献   

Internationaler Lehreraustausch     

Gerhard Neumann 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1960,6(1):443-455

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Sprache und Bewegungsorganisation     

Jörn Munzert  Gerhard Kaminski 《Sportwissenschaft》1999,29(4):479-487

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Semantic Similarity Search on Semistructured Data with the XXL Search Engine     

Ralf?SchenkelEmail author  Anja?Theobald  Gerhard?Weikum 《Information Retrieval》2005,8(4):521-545

Query languages for XML such as XPath or XQuery support Boolean retrieval: a query result is a (possibly restructured) subset of XML elements or entire documents that satisfy the search conditions of the query. This search paradigm works for highly schematic XML data collections such as electronic catalogs. However, for searching information in open environments such as the Web or intranets of large corporations, ranked retrieval is more appropriate: a query result is a ranked list of XML elements in descending order of (estimated) relevance. Web search engines, which are based on the ranked retrieval paradigm, do, however, not consider the additional information and rich annotations provided by the structure of XML documents and their element names.This article presents the XXL search engine that supports relevance ranking on XML data. XXL is particularly geared for path queries with wildcards that can span multiple XML collections and contain both exact-match as well as semantic-similarity search conditions. In addition, ontological information and suitable index structures are used to improve the search efficiency and effectiveness. XXL is fully implemented as a suite of Java classes and servlets. Experiments in the context of the INEX benchmark demonstrate the efficiency of the XXL search engine and underline its effectiveness for ranked retrieval.  相似文献   

Advantages of desegregation to whites: an idea seeking a time—Next time     

Jeffrey M. Schneider 《The Urban Review》1981,13(4):261-263

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