Instructional Design Practice: Career Environments,Job Roles,and a Climate of Change     

Miriam B. Larson  Barbara B. Lockee 《Performance Improvement Quarterly》2004,17(1):22-40

Instructional Design and Technology (IDT) professionals practice their skills in a broad range of career environments and job roles. The resulting collection of competency lists and wide range of practice environments, coupled with the frequent changes that have always characterized the field, produce complexity that is difficult to communicate to IDT students. However, students need to understand these complex aspects of the field so that they can make informed decisions about their career goals and educational direction. This review of the current literature looks at the current issues impacting practice and preparation. It concludes that the path professional academic preparation programs choose will depend on their orientation to instructional design and performance improvement, and whether they see themselves as preparing students for specific career environments or are pursuing a generalist program.  相似文献   

数字化学习与知识管理整合的研究     

詹玮  李苹  邓湘琳 《图书情报工作》2009,53(5):38-42

首先讨论整合数字化学习和知识管理必须通过的主要障碍和所需解决的重要问题;其次,概括并阐述解决数字化学习和知识管理整合所面临主要问题的方法和技术;最后,对于如何成功整合知识管理和数字化学习提出一些看法,并展望了两者整合在未来的研究热点。  相似文献   

How Adolescents Come to See Themselves as More Responsible Through Participation in Youth Programs     

Dustin Wood  Reed W. Larson  and Jane R. Brown 《Child development》2009,80(1):295-309

This qualitative study was aimed at developing theory about the process underlying the development of responsibility grounded in accounts of youth who reported experiencing this change. A total of 108 high-school-aged ( M = 16.5) youth from 11 programs were interviewed about their experiences within the program, and 24 reported becoming more responsible through their participation. The youth's accounts suggested that this process was driven largely by successfully fulfilling program expectations. This process was driven by youth's adherence to their commitments and their consideration of the consequences of their actions on others. Youth mentioned changes in responsibility most frequently in three programs, which appeared to differ from the remaining programs in having more structure and placing greater ownership and accountability on youth.  相似文献   

TOLERANCE,EMPATHY, OR INCLUSION? INSIGHTS FROM MARTIN BUBER     

Sara L.H. Shady  Marion Larson 《Educational theory》2010,60(1):81-96

Given the reality of diversity, particularly religious diversity, in the contemporary world, Marion Larson and Sara Shady explore how educators can help students (and ourselves) consider the following question: How do I balance my own belief commitments with my responsibility to be genuinely open to and challenged by the other's perspective? Larson and Shady describe and evaluate three possible models: (1) tolerance, a neutral openness to the other's position; (2) empathy, a complete absorption of the other's position; and (3) inclusion, genuine dialogue about one's own position and the other's. Using the writings of Martin Buber as a basis, Larson and Shady advocate inclusion and apply this model to classroom teaching, arguing that this model of education promotes a shared reality where all partners in the dialogue come to understand each other's position, even if they do not entirely agree with it.  相似文献   

From the Editor     

Zahava D. Doering  Kay Larson 《Curator: The Museum Journal》2008,51(4):314-341

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Neonatal Stress Reactivity: Predictions to Later Emotional Temperament   总被引：1，自引：0，他引：1  

Megan R. Gunnar  Fran L. Porter  Cynthia M. Wolf  Joseph Rigatuso  Mary C. Larson 《Child development》1995,66(1):1-13

To investigate the relations among popular measures of neonatal stress and their link to subsequent temperament, 50 full-term newborns from a normal care nursery were examined responding to a heelstick blood draw. Baseline and heelstick measures of behavioral state, heart period, vagal tone, and salivary cortisol were obtained. Recovery measures of behavioral and cardiac activity were also analyzed. Mothers completed Rothbart's Infant Behavior Questionnaire when their infants reached 6 months of age. Baseline vagal tone predicted cortisol in response to the heelstick, suggesting that baseline vagal tone reflects the infants' ability to react to stressors. Greater reactivity to the heelstick (more crying, shorter heart periods, lower vagal tone, and higher cortisol) was associated with lower scores on "Distress-to-Limitations" temperament at 6 months. This finding was consistent with the expectation that the capacity to react strongly to an aversive stimulus would reflect better neurobehavioral organization in the newborn. Recovery measures of cardiac activity approximated and were correlated with baseline measures indicating the strong self-righting properties of the healthy newborn. Finally, vagal tone and salivary cortisol measures were not significantly related, suggesting the importance of assessing both systems in studies of the ontogeny of stress-temperament relations.  相似文献   

The gene healer     

Larson J  Boyce N 《New scientist (1971)》1999,163(2200):42-45

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Stress,Interviewer Support,and Children's Eyewitness Identification Accuracy     

Elizabeth B. Rush  Jodi A. Quas  Ilona S. Yim  Mariya Nikolayev  Steven E. Clark  Rakel P. Larson 《Child development》2014,85(3):1292-1305

Few studies have investigated how stress affects eyewitness identification capabilities across development, and no studies have investigated whether retrieval context in conjunction with stress affects accuracy. In this study, one hundred fifty‐nine 7‐ to 8‐ and 12‐ to 14‐year‐olds completed a high‐ or low‐stress laboratory protocol during which they interacted with a confederate. Two weeks later, they attempted to identify the confederate in a photographic lineup. The lineup administrator behaved in either a supportive or a nonsupportive manner. Participants who experienced the high‐stress event and were questioned by a supportive interviewer were most accurate in rejecting target‐absent lineups. Results have implications for debates about effects of stress on eyewitness recall, how best to elicit accurate identifications in children, and developmental changes in episodic mnemonic processes.  相似文献   

Basic Research-Reference Material     

Paul Cumnings  Fred W. McDarrah  Keith A. Larson  Ching-Chih Chen 《Communication Booknotes Quarterly》2013,44(10):156-157

Audiovisual Market Place 1978: A Multimedia Guide (431 pp.—$21.50, paper)

Fine Arts Market Place edited by Paul Cumnings (403 pp.—$19.95, paper)

Photography Market Place edited by Fred W. McDarrah (502 pp.—$15.50, paper)

Keith A. Larson's Public Relations, the Edward L. Bernaypes and the American Scene: A Bibliography (Westwood, Mass.: F.W. Faxon Co. "Useful Reference Series No. 114"—$25.00)

Ching-Chih Chen's Scientific and Technical Information Sources, (Cambridge, Mass.: MIT Press, 1977—$24.95)

Book Dealers in North America: A Directory of Dealers in Secondhand and Antiquarian Books in Canada and the United States of America (London: Sheppard Press, updated every four-five years—inquire on price)  相似文献   

Private foundation funding of applied communication research     

James Dearing  Sam Larson 《Journal of Applied Communication Research》2013,41(4):358-368

Communication researchers increasingly have a primed and attentive audience in private foundations. Yet most foundations are quite dissimilar to the types of organizations that we as communication scholars know and understand. Here we discuss private foundation funding for applied communication research, including how funding priorities are set, and how potential grantees may position themselves for foundation funds. In doing so, we focus on five norms that characterize American private foundations and their program staff: (1) social betterment, (2) organizational interdependency, (3) personal commitment, (4) future orientation, and (5) external generalizability. How well you and your proposal match up with these norms will affect your success with private foundations.  相似文献