Problems Associated with Multi-Media Data Bases     

Philip G Barker  Harry Yeates 《British journal of educational technology : journal of the Council for Educational Technology》1981,12(2):158-175

Education is intimately associated with communication, and so may utilize any technology that is able to support a process that enables information to be transferred from one location to another. This paper describes the meaning of the term multi-media data base and presents a model of its potential role in aiding message creation for the purposes of communicating educational material using many parallel channels. Some of the problems associated with the implementation of such systems are outlined.  相似文献   

Project Cheddarfield: Supporting Co‐Curricular Themes Through Creative Use of Video Course‐Casting     

Natalie C. Simpson  Philip G. Hancock 《Decision Sciences Journal of Innovative Education》2011,9(2):235-253

This article chronicles the coordination and better integration of existing institutional resources to support cocurricular themes embedded in the provision of a large enrollment, video‐mediated undergraduate operations management (OM) course. The name Project Cheddarfield refers to a 2008 initiative in which two professors team‐taught an OM course to over 600 undergraduates on two different continents through the repeated rapid exchange of digital video between the United States and Singapore. Simultaneously infused in this core curricular delivery were themes of global awareness and study‐abroad, including the promotion of one particular opportunity that bridged the two campuses. This action research narrative spans over 5 years of related activity leading up to the initiative, as this project is best understood as a trajectory, or the evolving result of design adapting to unfolding realities.  相似文献   

With Tools and Strategies Teachers Use in Online Courses： A Mexican Public University Case     

Lewis McAnally-Salas Erika Judith Espinosa-Gomez Gilles Lavigne 《美中教育评论》2011,(3):276-287

The rapid development of ICT （information technology and communication） in the last two decades has changed society substantially as a whole. For higher education institutions, the external environment pressure to incorporate ICT in their educational and administrative processes has forced them to invest in resources for infrastructure and training. In addition, teachers have found that they can use technology in their teaching, but lack of full knowledge of how to use it effectively from a pedagogical point of view. The incorporation of new education modalities depends largely on the contextual variables prevailing in the institution and teachers. In UABC （Autonomous University of Baja California）, the early days of online education go hack to 1996, so the study period was from 1996 to 2009. An online survey was designed to fmd out the teachers＇ backgrounds and involvement in online education, their experience as online teachers, and the tools and practices used. Of 97 teachers who were identified with some experience in online teaching, 70% responded to the Survey （68）. It was found that the highest percentage （33%） of teachers who responded the survey started teaching online between 2003 and 2006. 56% of teachers have been teaching between one and five online courses. On the other hand, most teachers recognized that 30%-79% of the content of their courses were online based. The most popular learning management system used is moodle followed by blackboard in teachers＇ preference. In general, teachers expressed using the three main communication tools of online education： forums, chat and e-mail, favoring the use of e-mail. The communication slrategies teachers often use in their courses promoted student-student and student-teacher interaction. In their evaluation strategies, most said that they used self-assessment, rubrics and to a lesser extent online exams and co-evaluation. The results show that most teachers who have been involved in online education in UABC campus have expressed havi  相似文献   

The case for a competence-based public administration curriculum for urban managers     

Muriel Greenhill  Charles Metz  Philip Stander 《Innovative Higher Education》1982,7(1):27-43

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Teaching imaginary children: University students’ narratives about their Latino practicum children     

Eugene Matusov  Mark Philip Smith 《Teaching and Teacher Education》2007

This study investigates the dialogic processes involved in how teachers talk about their students and what consequences their ways of talking (i.e., “narratives”) may have for their guidance. We take a sociocultural perspective on learning as transformation of students’ subjectivity. Teaching, as a process of guiding and facilitating learning, cannot be effective if the teacher does not actively seek how the student perceives and understands reality. We borrow and adapt from Bakhtin (1999) four narrative ways of talking about others: objectivizing, subjectivizing, problematizing and finalizing. The presence of these narratives in web discussion postings of our pre-service teachers about the Latino children they worked with in a community center are analyzed. We then compare their ways of talking about children with print- and web-based discussions about children made by in-service teachers, model teachers and our pre-service teachers in a school-based practicum. Using mixed quantitative and qualitative methodologies, we found an overwhelming predominance of objectivizing and finalizing in our pre-service teachers’ narratives about the children with whom they work that seems to define a certain pedagogical regime that we call here “teaching imaginary children/students.” This “way of talking” about children seems to be characterized by unchecked speculations guiding instruction that are not tested by finding out from the children themselves how they understand the instruction and the world. These speculations, in turn, can lead to a dogmatic approach towards children.  相似文献   

How accurately are different kinds of graphs read?     

Lewis V. Peterson  Wilbur Schramm 《Educational technology research and development : ETR & D》1954,2(3):178-189

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Genetic influences in different aspects of language development: the etiology of language skills in 4.5-year-old twins     

Kovas Y  Hayiou-Thomas ME  Oliver B  Dale PS  Bishop DV  Plomin R 《Child development》2005,76(3):632-651

The genetic and environmental etiologies of diverse aspects of language ability and disability, including articulation, phonology, grammar, vocabulary, and verbal memory, were investigated in a U.K. sample of 787 pairs of 4.5-year-old same-sex and opposite-sex twins. Moderate genetic influence was found for all aspects of language in the normal range. A similar pattern was found at the low end of the distribution with the exception of two receptive measures. Environmental influence was mainly due to nonshared factors, unique to the individual, with little influence from shared environment for most measures. Genetic and environmental influences on language ability and disability are quantitatively and qualitatively similar for males and females.  相似文献   

Gender Differences in College Mathematics Grades and SAT-M Scores: A Reanalysis of Wainer and Steinberg   总被引：1，自引：0，他引：1  

Brent Bridgeman  Charles Lewis 《Journal of Educational Measurement》1996,33(3):257-270

Wainer and Steinberg (1992) showed that within broad categories of first-year college mathematics courses (e.g., calculus) men had substantially higher average scores on the mathematics section of the SAT (SAT-M) than women who earned the same letter grade. However, three aspects of their analyses may lead to unwarranted conclusions. First, they focused primarily on differences in SAT-M scores given course grades when the more important question for admissions officers is the difference in course grades given scores on the predictor. Second, they failed to account for differences among calculus courses (e.g., calculus for engineers versus calculus for liberal arts students). Most importantly, Wainer and Steinberg focused on the use of SAT-M as a single predictor. A reanalysis presented here indicated that a more appropriate composite indicator made up of both SAT-M and high school grade point average demonstrated minuscule gender differences for both calculus and precalculus courses.  相似文献   

学术殖民主义在行动:美国认证他国大学   总被引：5，自引：3，他引：5  

菲利普·G·阿特巴赫  陈运超 《复旦教育论坛》2003,1(6):1-2

美国认证是针对美国高等教育的现实而设计的，它反映了美国学术系统的历史、规范以及价值观。作为一个学术超级大国，美国有义务不在全球滥用其学术强势。不存在任何形式的世界认证警察。  相似文献   

Campus profiles: Assessment at st. cloud state university     

Philip Keith  Sandra Keith  Linda Lamwers  Karen Schmid 《Assessment Update》1995,7(5):10-11

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