How Haptics and Drawing Enhance the Learning of Anatomy     

Stephen Reid  Leonard Shapiro  Graham Louw 《Anatomical sciences education》2019,12(2):164-172

Students’ engagement with two-dimensional (2D) representations as opposed to three-dimensional (3D) representations of anatomy such as in dissection, is significant in terms of the depth of their comprehension. This qualitative study aimed to understand how students learned anatomy using observational and drawing activities that included touch, called haptics. Five volunteer second year medical students at the University of Cape Town participated in a six-day educational intervention in which a novel “haptico-visual observation and drawing” (HVOD) method was employed. Data were collected through individual interviews as well as a focus group discussion. The HVOD method was successfully applied by all the participants, who reported an improvement of their cognitive understanding and memorization of the 3D form of the anatomical part. All the five participants described the development of a “mental picture” of the object as being central to “deep learning.” The use of the haptic senses coupled with the simultaneous act of drawing enrolled sources of information that were reported by the participants to have enabled better memorization. We postulate that the more sources of information about an object, the greater degree of complexity could be appreciated, and therefore the more clearly it could be captured and memorized. The inclusion of haptics has implications for cadaveric dissection versus non-cadaveric forms of learning. This study was limited by its sample size as well as the bias and position of the researchers, but the sample of five produced a sufficient amount of data to generate a conceptual model and hypothesis.  相似文献   

Fateful aspects of aspiration among graduates in New York and Los Angeles     

John Loewenthal  Patrick Alexander  Graham Butt 《International Studies in Sociology of Education》2019,28(3-4):345-361

ABSTRACT

This article presents ethnographic research on the aspirations of graduates from a private university in New York City, some of whom move to Los Angeles. Findings depict financial and family pressures exerting a governing force upon the graduates’ futures, often beyond their control. Focusing on the narratives of four individuals, we introduce the language of fate as a means of conceptualising the potential repercussions of aspiration and Higher Education. The premise of both is an increased determinacy over one’s future, yet in the high-stakes U.S. context here examined, this financial investment and articulation of family hope may generate fated (seemingly inescapable) and/or fateful (ominous) outcomes. The dynamic of ‘cruel optimism’ illustrates some of the paradoxical consequences of Higher Education, whereby people may be punished by their aspirations. We discuss what factors affect differing outlooks on the future and imply alternative dimensions to adversity beyond the remit of ‘inequality’.  相似文献   

Guide on the Side and LibWizard Tutorials Side-By-Side: How Do the Two Platforms for Split-Screen Online Tutorials Compare?     

Graham Sherriff 《Journal of Web Librarianship》2017,11(2):124-142

Split-screen tutorials are an appealing and effective way for libraries to create online learning objects where learners interact with real-time Web content. Many libraries are using the University of Arizona's award-winning, open source platform, Guide on the Side. In 2016, Springshare released a proprietary alternative, LibWizard Tutorials. This article reviews the advantages and limitations of this kind of tutorial. It also examines the differences between each platform's distinctive characteristics. These platforms create similar split-screen tutorials, but have differences that affect diverse aspects of installation, administration, authoring and editing, student learning, data management, and accessibility. Libraries now have the opportunity to consider and compare alternative platforms, and decide which one is best suited to their needs, priorities, and resources.  相似文献   

Autonomy of Artistic Expression for Adult Learners with Disabilities     

Graham C. Young 《The International Journal of Art & Design Education》2008,27(2):116-123

When an art tutor adopts the role of assistant to a disabled artist it is difficult not to move from helping with the physical handling of materials on the one hand into the actual creative process on the other, thus influencing how the artwork looks. Ecas is an Edinburgh‐based charity which promotes opportunities for physically disabled people to be self‐fulfilled and to participate in all aspects of society. They run, among other things, traditional art classes and computer classes. The use of computer technology (CT) in art seemed to offer the chance for self‐fulfilment for disabled artists by increasing control over artistic choices and providing for self expression with only minimal assistance required from others. Ecas decided to fund a research project in the form of a ten‐week pilot course and the data collected during the trial confirmed these possibilities and it was clear that adult learners with disabilities could benefit from CT in order to have greater autonomy in the creation of their art than before. In particular the program Corel Painter IX.5 and various graphics tablets proved to be a powerful arsenal for self‐expression without having to wait for a tutor to tape paper to a board, replenish paint, change brushes attached to a head pointer or any one of the many and varied problems disabled students had with traditional art materials.  相似文献   

论康德的道德自由与德性论   总被引：1，自引：0，他引：1  

萨·巴特尔 《内蒙古师范大学学报(哲学社会科学版)》2008,37(1):37-41

理性与自由是康德伦理学的重要概念,如若把康德的“理性”概念分为理论理性和实践理性,那么他的“自由”概念同样也可分为理性的自由和道德的自由。理论理性和理性的自由是属于思辨哲学研究的范畴,实践理性和道德的自由是属于伦理学研究的范畴。在康德看来,道德自由是人的道德活动之原因,德性是人的道德活动之结果。因此,在康德伦理学中道德自由与德性之间有着内在的逻辑联系,不仅如此,这种道德自由与德性之内在的逻辑联系恰恰体现着康德理性主义伦理思想的精神内涵。  相似文献   

Philosophy of Education: An Anthology - Edited by Randall Curren     

Graham  Haydon 《British Journal of Educational Studies》2008,56(2):232-233

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An Illusory Interiority: Interrogating the discourse/s of inclusion     

Linda J.  Graham & Roger  Slee 《Educational Philosophy and Theory》2008,40(2):277-293

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Self-regulated strategy development in writing: Going beyond NLEs to a more balanced approach     

Karen R. Harris  Tanya Santangelo  Steve Graham 《Instructional Science》2008,36(5-6):395-408

In this article, we present an argument for consideration by those researching and promoting new learning environments (NLEs). We believe advocates of NLEs should consider the literature and research base indicating effective instruction is not based on a forced dichotomy between theoretical perspectives, but rather a thoughtful, pragmatic blending of practices based on evidence gained from various perspectives and lines of research. While unguided or minimally guided instructional approaches are popular and intuitively appealing, these approaches ignore substantial evidence indicating these approaches are less effective and less efficient than instructional approaches that incorporate guidance of the learning process that is faded as internal guidance is developed (Kirschner et al., Educ Psychol 41:75–86, 2006). We illustrate how integrating evidence from multiple theoretical perspectives leads to the development of more powerful approaches to learning and instruction through a review of the premises, evolution, and research behind Self-Regulated Strategy Development (SRSD) in the area of writing.  相似文献   

Do allegations of emotional maltreatment predict developmental outcomes beyond that of other forms of maltreatment?     

Schneider MW  Ross A  Graham JC  Zielinski A 《Child abuse & neglect》2005,29(5):513-532

OBJECTIVES: To understand the features of child abuse/neglect (CA/N) allegations in cases with emotional maltreatment (EMT) allegations, as well as the features of the EMT allegations themselves, and to describe any associations of EMT with distinct impairments of children's behavior, emotion and functioning. METHOD: The sample consisted of 806 high-risk children, 545 with one or more maltreatment reports to CPS. The Maltreatment Classification System was used to record the number and severity levels of maltreatment allegations, which compared cases with and without EMT. Multiple regression analyses were conducted using 10 outcome scales from the Child Behavior Checklist, Vineland Screener, and Trauma Symptom Checklist. Successive blocks of predictor variables included demographics, maltreatment classification variables, maternal and family characteristics, and study site. RESULTS: When there were allegations of EMT as well as CA/N in a CPS case-record (by age 8), the CA/N allegations tended to be either more frequent or less severe than those kinds of allegations in cases without EMT. When neglect was alleged to occur with EMT, neglect allegations outnumbered allegations of EMT. However, when sexual abuse allegations were accompanied by EMT allegations, there were more EMT allegations than sexual abuse allegations in the cases. Higher severity ratings for EMT allegations than for physical abuse occurred when cases included any abuse. Distinctive effects of EMT subtypes were found between problems of safety/restriction and self-reported anger symptoms, and between problems of self-esteem/autonomy and posttraumatic stress. CONCLUSION: Differences exist between the CA/N allegations in cases with and without EMT. Having few cases containing only EMT allegations made it difficult to assess distinctive harm associated with EMT. Certain types of EMT allegations were associated with increases in children's anger and posttraumatic stress.  相似文献   

创造非存在物初探     

格拉汉姆·普利斯特 《中山大学学报论丛》2008,1(1)

本文假定有些对象(例如福尔摩斯)是不存在的.关于这些对象,人们是应该采取实在论的立场,还是反实在论的立场呢?根据实在论,一个包含非存在对象的可能世界的域与该可能世界上的存在对象具有什么性质、做出什么行为无关;根据非实在论,一个包含非存在对象的可能世界的域依赖于该可能世界上的存在对象具有什么性质、做出什么行为.这里的分歧在于,非存在对象出现在(一个世界的)量化/指称域中是否依赖于(在该世界中)存在对象具有哪些性质,特别地,比如是否依赖于能够讲述故事的情感生物的行为?在<走向非存在>(牛津大学出版社,2005)一书中,我给出了一种内涵语言的语义学,以实在论的方式来处理非存在对象.本文旨在提供一种非实在论的语义学,以非实在论的方式来处理非存在对象.实在论解释是定域的,与此不同,非实在论解释是变域的.在非实在论语义下,关于非存在对象的非实在论直觉可被尊重,这主要体现在对非存在对象和存在对象之间的"依存"关系的分析.关于非存在对象,本文和<走向非存在>分别以非实在论和实在论的方式来处理,这使进一步的比较和选择工作成为可能.  相似文献