喧嚣之后,网络公开课何去何从?     

Michael Hom 《英语沙龙》2013,(5):18-19

人们首次听说"网络公开课"(Massive Open Online Courses)的名字是在本世纪初。从2001年起,耶鲁、剑桥、麻省理工学院等一批世界顶尖高校纷纷将自己的课程公布到网上。如此"慷慨"的知识共享不光让世界各地的学生近距离地领略到国外名校教授的人文内涵与学术魅力,更是掀起了教育史上继远程函授之后的又一次革命。本文从商业中的"颠覆性创新"角度出发,另类解读网络公开课的现状与未来。  相似文献   

To Think or Not To Think: The apparent paradox of expert skill in music performance     

Andrew Geeves  Doris J.F. McIlwain  John Sutton  Wayne Christensen 《Educational Philosophy and Theory》2014,46(6):674-691

Abstract

Expert skill in music performance involves an apparent paradox. On stage, expert musicians are required accurately to retrieve information that has been encoded over hours of practice. Yet they must also remain open to the demands of the ever-changing situational contingencies with which they are faced during performance. To further explore this apparent paradox and the way in which it is negotiated by expert musicians, this article profiles theories presented by Roger Chaffin, Hubert Dreyfus and Tony and Helga Noice. For Chaffin, expert skill in music performance relies solely upon overarching mental representations, while, for Dreyfus, such representations are needed only by novices, while experts rely on a more embodied form of coping. Between Chaffin and Dreyfus sit the Noices, who argue that both overarching cognitive structures and embodied processes underlie expert skill. We then present the Applying Intelligence to the Reflexes (AIR) approach—a differently nuanced model of expert skill aligned with the integrative spirit of the Noices’ research. The AIR approach suggests that musicians negotiate the apparent paradox of expert skill via a mindedness that allows flexibility of attention during music performance. We offer data from recent doctoral research conducted by the first author of this article to demonstrate at a practical level the usefulness of the AIR approach when attempting to understand the complexities of expert skill in music performance.  相似文献   

Activity profile and physical demands of football referees and assistant referees in international games     

Peter Krustrup  Werner Helsen  Morten B. Randers  Jesper F. Christensen  Christopher MacDonald  Antonio Natal Rebelo 《Journal of sports sciences》2013,31(11):1167-1176

Abstract

Time-motion analyses and physiological measurements were performed to investigate the physiological demands of football referees (n = 15) and assistant referees (n = 15) in international games and to examine whether high-intensity running (HIR) correlates to the referees' ability to keep up with play. Total distance covered (10.27 ± 0.90 vs. 6.76 ± 0.83 km) and HIR (1.92 ± 0.58 vs. 0.97 ± 0.22 km) was higher (P < 0.05) for referees than assistant referees, while sprinting distance was not different. Referees covered 0.89 ± 0.37 km by backwards running and assistant referees covered 1.54 ± 0.66 km by sideways running. Mean heart rate was higher (P < 0.05) for referees than assistant referees (150 ± 3 vs. 123 ± 3 b.p.m.), whereas blood lactate was not different. Backwards/sideways running decreased (P < 0.05) from the first to the last 15-min period for referees (49%) and assistant referees (42%), whereas HIR was unaltered. HIR was inversely correlated with the five highest distances from infringements in both halves (r = ?0.60 and ?0.58, P < 0.05). In conclusion, international match officials carry out an important amount of HIR throughout games, while low-intensity and unorthodox running activities are reduced during games. Referees performing the most high-intensity work are better to keep up with play. The match activities differ significantly between referees and assistant referees, which should be considered in training and testing procedures.  相似文献   

An Exploratory Analysis of the Attitudinal Impact of Awarding Athletic Scholarships to Women     

Sharon A. Mathes  Shirley J. Wood  Charlene E. Christensen  James E. Christensen 《Research quarterly for exercise and sport》2013,84(3):422-428

The impact on women athletes of receiving or not receiving scholarships was investigated in this study. The subjects were 61 women participating in 10 intercollegiate sports. Attitudes were assessed by administering a questionnaire prior to, and after, scholarships had been awarded. The questionnaire items were grouped into three subsets which reflected different attitudes about the “impact” of awarding athletic scholarships. A 4 × 2 × 2 repeated measures design was used to test for significant statistical interaction between the three independent variables: (a) wanting a scholarship, (b) receiving a scholarship, and (c) reacting to the awarding of scholarships.  相似文献   

Group interactions in science practical work     

Clare Christensen  DR. Cam McRobbie 《Research in Science Education》1994,24(1):51-59

This study explored the interactions of a highly motivated group of students doing traditional practical work in science. Interest focussed on the social construction of understanding and how this could be described. Despite considerable collaboration in constructing an understanding of the task the students rarely focussed on the concepts the practical work was intended to illustrate. Collaboration was described in terms of social behaviours and discourse moves which supported the use of cognitive strategies. Specializations: science practical work, collaborative group work, role of language. Specializations: science teacher education, conceptual change, learning environments, science reasoning.  相似文献   

Research groups as communities of practice—a case study of four high-performing research groups     

Lise Degn  Thomas Franssen  Mads P. Sørensen  Sarah de Rijcke 《Higher Education》2018,75(2):231-253

As the number of globally mobile students has expanded, governments are assumed to be consistently and intentionally competing for talent, in what has been called a “great brain race”. While the notion of competition has become dominant, there is little evidence on long-term policy dynamics in this field, not only across jurisdictions but also over time. We seek to address this gap in this paper through a longitudinal analysis of the politics and public policies impacting international students in four major recruiting countries—Australia, Canada, England and the USA. Through this comparative analysis of the period 2000 to 2016, we demonstrate that international student numbers across the jurisdictions have grown steadily but that this appears to be decoupled from political and policy changes. We also discuss how “internationalization” initiatives provide an insufficient policy umbrella for policy action on the recruitment and retention of international students. Public policy impacting international students spans multiple government agencies or ministries, encompassing different policy fields. This requires greater policy coordination, which remains elusive for the most part.  相似文献   

Evaluating leadership development in an academic program     

Brett Christensen  Erica Cormack  Barb Spice 《Performance Improvement》2011,50(1):9-16

An evaluation of the Royal Military College of Canada's Aboriginal Leadership Opportunity Year leadership practicum was conducted in 2009. This novel approach used several human performance technology (HPT) models to frame the evaluation and identify the dimensions and subdimensions of merit. This article explains the theoretical framework of the evaluation, how and why different HPT models complemented the evaluation process, the challenges faced in executing the evaluation, and the teams' findings on using this approach.  相似文献   

Assessing approaches to learning with nonparametric multidimensional scaling     

Gerald Knezek  David Gibson  Rhonda Christensen  Ottavia Trevisan  Morgan Carter 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):126-141

This article reports on a trace-based assessment of approaches to learning used by middle school aged children who interacted with NASA Mars Mission science, technology, engineering and mathematics (STEM) games in Whyville, an online game environment with 8 million registered young learners. The learning objectives of two games included awareness and knowledge of NASA missions, developing knowledge and skills of measurement and scaling, applying measurement for planetary comparisons in the solar system. Trace data from 1361 interactions were analysed with nonparametric multidimensional scaling methods, which permitted visual examination and statistical validation, and provided an example and proof of concept for the multidimensional scaling approach to analysis of time-based behavioural data from a game or simulation. Differences in approach to learning were found illustrating the potential value of the methodology to curriculum and game-based learning designers as well as other creators of online STEM content for pre-college youth. The theoretical framework of the method and analysis makes use of the Epistemic Network Analysis toolkit as a post hoc data exploration platform, and the discussion centres on issues of semantic interpretation of interaction end-states and the application of evidence centred design in post hoc analysis.

Practitioner notes

What is already known about this topic

• Educational game play has been demonstrated to positively affect learning performance and learning persistence.
• Trace-based assessment from digital learning environments can focus on learning outcomes and processes drawn from user behaviour and contextual data.
• Existing approaches used in learning analytics do not (fully) meet criteria commonly used in psychometrics or for different forms of validity in assessment, even though some consider learning analytics a form of assessment in the broadest sense.
• Frameworks of knowledge representation in trace-based research often include concepts from cognitive psychology, education and cognitive science.

What this paper adds

• To assess skills-in-action, stronger connections of learning analytics with educational measurement can include parametric and nonparametric statistics integrated with theory-driven modelling and semantic network analysis approaches widening the basis for inferences, validity, meaning and understanding from digital traces.
• An expanded methodological foundation is offered for analysis in which nonparametric multidimensional scaling, multimodal analysis, epistemic network analysis and evidence-centred design are combined.

Implications for practice and policy

• The new foundations are suggested as a principled, theory-driven, embedded data collection and analysis framework that provides structure for reverse engineering of semantics as well as pre-planning frameworks that support creative freedom in the processes of creation of digital learning environments.

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Performance support in internet time the state of the practice     

Gloria Gery  Stan Malcolm  Janet Cichelli  Hal Christensen  Barry Raybould  Marc J. Rosenberg  Gary J. Dickelman 《Performance Improvement》2000,39(6):7-17

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