Postmodern Education     

Patrick Slattery 《Teaching Education》2013,24(1)

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The Uses of Learning Outcomes     

Trevor Hussey  Patrick Smith 《Teaching in Higher Education》2013,18(3):357-368

This paper argues that learning outcomes need to be reclaimed from their current use as devices for monitoring and audit, and returned to their proper use in aiding good teaching and learning. We require a broader, flexible and more realistic understanding of learning outcomes, better suited to the realities of the classroom and of practical use to those teachers who wish to respond to the enthusiasm of their students. To this end, a new model is produced that starts from the idea of an articulated curriculum, and embraces both intended and emergent learning outcomes. The model employs the distinction between predicted and unpredicted learning outcomes, together with the distinction between those that are desirable and those that are undesirable. The resulting account is intended to aid understanding of the nature and proper use of learning outcomes in teaching and learning.  相似文献   

Accommodations: staff identity and university space     

Andrew Cox  Tim Herrick  Patrick Keating 《Teaching in Higher Education》2013,18(6):697-709

Space has been of growing significance in social theory in recent years, yet, explorations of it in the scholarship of higher education have been limited. This is surprising, given the critical role space has in shaping staff and students' engagement with the university. Taking a practice-based approach and focusing on academic identities, this article analyses the spatial experience of an institution by defamiliarising spaces encountered in everyday work. We identify formative pressures upon institutional space, and how space then shapes experience: university spaces are designed for one purpose but come to be used for many, so that working within them can be a diverse and contradictory experience. The identification of academics with spaces is complex, and there are no simple experiences of belonging; rather, there is a constant project of identity-formation and change within mutable spaces.  相似文献   

Conservation of stained glass windows with protective glazing: Main results from the European VIDRIO research programme     

Adriana Bernardi  Francesca Becherini  Marco Verità  Patrick Ausset  Maura Bellio  Ulrike Brinkmann  Helene Cachier  Anne Chabas  Felix Deutsch  Marie-Pierre Etcheverry  Franco Geotti Bianchini  Ricardo H.M. Godoi  Velichka Kontozova-Deutsch  Roger Lefèvre  Tiziana Lombardo  Peter Mottner  Chiara Nicola  Isabelle Pallot-Frossard  René Van Grieken 《Journal of Cultural Heritage》2013,14(6):527-536

The methodology of protecting the European stained glass windows against environmental risk (e.g. meteorological factors, air pollution, microorganisms) by means of an external glazing is not new. In spite of many scientific studies carried out in the last 20 years, some questions were still up for discussion. The European VIDRIO (2002–2005) project gave an answer to these questions. The research carried out by the different project partners established a new multidisciplinary approach aimed at evaluating the efficiency of the protective glazing systems and their effects on stained glass windows conservation, and finally at assessing the most appropriate strategy to preserve stained glass windows. Scientific results showed that the so-called isothermal glazing (i.e. ventilation by the air coming from the inside of the building) protected efficiently the ancient stained glass window from environmental attack (i.e. rain, pollutants, condensation, thermal shocks) with very limited secondary effects. The scientific research highlighted that its efficiency was strongly related to the technical design of the protective system. In particular, the ventilation and the size of the interspace had to be carefully considered. The research developed within the VIDRIO project was turned into general recommendations to the owners and practitioners on the best practice for the stained glass windows future conservation.  相似文献   

Observer based leader-following consensus of second-order multi-agent systems with nonuniform sampled position data     

Syed Ali Ajwad  Tomas Ménard  Emmanuel Moulay  Michael Defoort  Patrick Coirault 《Journal of The Franklin Institute》2019,356(16):10031-10057

This paper deals with the leader-following consensus problem of multi-agent systems with the consideration that each agent can only transmit its position state to the neighbors at irregular discrete sampling times. In the proposed algorithm, a continuous-discrete time observer is designed for the continuous estimation of both position and velocity from the discrete position information of the neighbors. These estimated states are then used for designing a continuous control law which solves the leader-following consensus problem. Moreover, the dynamics of the leader is not fixed and can be controlled through an external input. The stability analysis has been carried out by employing the Lyapunov approach which provides sufficient conditions to tune the parameters according to the maximum allowable sampling period. The developed algorithm has been simulated and then tested on an actual multi-robot system consisting of three differential drive wheeled robots. Both simulation and hardware results validate the effectiveness of the control algorithm.  相似文献   

Attracting solutions in crowdsourcing contests: The role of knowledge distance,identity disclosure,and seeker status     

Patrick Pollok  Dirk Lüttgens  Frank T. Piller 《Research Policy》2019,48(1):98-114

We investigate in the context of crowdsourcing how seekers can increase open innovation performance, measured as received solver attention, by making two strategic decisions: selecting innovation tasks that are well suited for crowdsourcing and choosing between the potentials of status signalling through identity disclosure versus enjoying the benefits of anonymity. Drawing on uncertainty reduction theory, we suggest that a well-articulated problem statement reduces uncertainties of potential solvers and increases their willingness to participate. We argue that the ability of seekers to draft high-quality problem statements depends on the distance between the problem domain and their current knowledge stock. An analysis of 637 crowdsourcing projects finds that problem-seeker knowledge distance and received solver attention are curvilinear related such that moderate levels of knowledge distance maximize solver participation. However, high-status seekers who engage in identity-based status signalling are able to benefit from crowdsourcing across all levels of problem-seeker knowledge distance.  相似文献   

Robot-proof: higher education in the age of artificial intelligence     

Patrick Camilleri 《师资教育杂志》2018,44(4):519-520

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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   

Values,interests and attitudes within vocational behaviour     

Monique Wach  Patrick Gosling 《European Journal of Psychology of Education - EJPE》2004,19(3):223-226

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Evaluating multigrade school reform in Latin America   总被引：1，自引：0，他引：1  

Patrick J. McEwan 《比较教育学》2008,44(4):465-483

This paper describes three multigrade school reforms in Latin America: (1) Colombia’s Escuela Nueva, (2) Guatemala’s Nueva Escuela Unitaria, and (3) Chile’s MECE‐Rural. Each reform endowed primary teachers and students with special training and instructional materials, and encouraged new kinds of instruction in rural classrooms, with the goal of improving student learning. The paper discusses the challenges to evaluating school reforms in a rural context. It then reviews the international literature on each reform, assessing whether reforms were effectively implemented and whether they caused improvement in student outcomes. Even in the best cases, multigrade schools were not fully implemented. There is consistent evidence of positive effects on student achievement. Yet, the causal interpretation of evaluation findings is severely limited, especially in Guatemala and Chile. It concludes with suggestions for improving multigrade evaluations.  相似文献