Computer support for knowledge communication in science exhibitions: Novel perspectives from research on collaborative learning     

Kristin Knipfer  Eva Mayr  Carmen Zahn  Stephan Schwan  Friedrich W. Hesse 《Educational Research Review》2009,4(3):196-209

In this article, the potentials of advanced technologies for learning in science exhibitions are outlined. For this purpose, we conceptualize science exhibitions as dynamic information space for knowledge building which includes three pathways of knowledge communication. This article centers on the second pathway, that is, knowledge communication among visitors. We argue that advanced technologies have specific potentials to support all forms of visitor-to-visitor knowledge communication and, furthermore, allow for new forms of knowledge communication among unacquainted visitors and beyond the actual museum visit. We discuss mechanisms of collaborative learning with regard to their relevance for visitor-to-visitor knowledge communication and present prototypical advanced media applications in science exhibitions that address these mechanisms. This article both contributes to our understanding of collaborative learning in science exhibitions and the support advanced technologies can provide for visitor-to-visitor knowledge communication in science exhibitions.  相似文献   

Unintended effects of accountability policies and the quality of assessment and evaluation formats     

Skedsmo  Guri  Huber  Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2020,32(4):427-429

Educational Assessment, Evaluation and Accountability -  相似文献   

Gutenberg and today’s media change     

Stephan Füssel 《Publishing Research Quarterly》2001,16(4):3-10

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Is There a Relationship between Training Quality and Premature Contract Terminations in VET?     

Lucio Negrini  Lara Forsblom  Jean-Luc Gurtner  Stephan Schumann 《Vocations and Learning》2016,9(3):361-378

The dominant organizational form of vocational education and training in Switzerland is the dual-track system, in which trainees sign an apprenticeship contract with a training company. Notably, 10 % to 40 % of those contracts are terminated prematurely each year, depending on region and occupational category, which is an important topic of concern for politics, practice and research. Thus, premature contract terminations (PCTs) are associated with high costs for society, companies, and young people. This study of 335 companies involving cooks and painters from German-speaking Switzerland aims to investigate the relationship between training quality and PCT. Of these companies, 136 had been affected by a PCT, and 199 had not. The results indicate that training at the workplace is universally of rather high quality. In line with the previous literature, trainees evaluate quality significantly lower than trainers. Furthermore, there are considerable differences between the two occupations: cooks evaluate their training quality more positively than painters. Moreover, cluster analyses indicate that high quality training can help companies avoid PCTs.  相似文献   

An analysis of cognitive tool use patterns in a hypermedia learning environment   总被引：1，自引：0，他引：1  

Min Liu  Stephan Bera 《Educational technology research and development : ETR & D》2005,53(1):5-21

In this study, we examined the use of cognitive tools provided in a problem-based hypermedia learning environment for sixth graders. Purposes were to understand how the built-in tools were used, and if tool use was associated with different problem-solving stages. Results showed that tools supporting cognitive processing and sharing cognitive load played a more central role early in the problem-solving process, whereas tools supporting cognitive activities that would be out of students' reach otherwise, and hypothesis generation and testing were used more in the later stages of problem-solving. The findings also indicated that students increasingly used multiple tools in the later stages of their problem-solving process. The various tools, performing different functions, appeared to enable students to coordinate multiple cognitive skills in a seamless way and, therefore, facilitated their information processing. Results also suggested that students with higher performance scores made more productive use of tools than students with lower performance scores. Findings of the study, are discussed.  相似文献   

RTP payload format for H.264/SVC scalable video coding     

WENGER Stephan  HANNUKSELA Miska M. 《浙江大学学报(A卷英文版)》2006,7(5):657-667

The scalable extension of H.264/AVC, known as scalable video coding or SVC, is currently the main focus of the Joint Video Team‘s work. In its present working draft, the higher level syntax of SVC follows the design principles of H.264/AVC.Self-contained network abstraction layer units (NAL units) form natural entities for packetization. The SVC specification is by no means finalized yet, but nevertheless the work towards an optimized RTP payload format has already started. RFC 3984, the RTP payload specification for H.264/AVC has been taken as a starting point, but it became quickly clear that the scalable features of SVC require adaptation in at least the areas of capability/operation point signaling and documentation of the extended NAL unit header. This paper first gives an overview of the history of scalable video coding, and then reviews the video coding layer (VCL)and NAL of the latest SVC draft specification. Finally, it discusses different aspects of the draft SVC RTP payload format, including the design criteria, use cases, signaling and payload structure.  相似文献   

The dimensionality and measurement of destructive instructor-leadership     

Paul T. Balwant  Kamal Birdi  Ute Stephan 《International Journal of Leadership in Education》2020,23(2):152-174

ABSTRACT

The conceptualization of destructive leadership has received increasing attention in recent times. Accordingly, researchers have developed a theoretical model of destructive leadership that highlights two manifestations as follows: (1) leading followers towards goals that contradict the organization’s interests and (2) the use of harmful methods in leading followers. The two manifestations of destructive leadership point to the concept being multidimensional. However, researchers rarely investigate the dimensionality of destructive leadership when measuring the concept in general and in instructor–student relationships. Moreover, the most prominent measure of destructive leadership fails to capture its two manifestations adequately. To address the apparent mismatch between the theory and measurement of destructive instructor-leadership, we enhance an existing measure of destructive leadership. Using a sample of 174 students from the U.K., the findings indicated that the two manifestations of destructive instructor-leadership can be measured by 13 items, and was composed of three dimensions including, irresponsibility, victimization and callous communication. These findings along with limitations and suggestions for future research are discussed.  相似文献   

Correction to: Introduction to this Special Issue (found in Int J of Sci and Math Educ (2017) 15 (Suppl 1):S1–S4)     

Frances Lawrenz  Koeno Gravemeijer  Michelle Stephan 《International Journal of Science and Mathematics Education》2018,16(8):1633-1633

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People use math as a weapon: critical mathematics consciousness in the time of COVID-19     

Stephan  Michelle  Register  Jordan  Reinke  Luke  Robinson  Christine  Pugalenthi  Premkumar  Pugalee  David 《Educational Studies in Mathematics》2021,108(3):513-532

Educational Studies in Mathematics - The emergence of the COVID-19 pandemic has brought increased attention to the critical mathematical literacy of citizens in the United States and around the...  相似文献   

Educators’ responses to policies and accountability expectations     

Stephan Gerhard Huber  Guri Skedsmo 《Educational Assessment, Evaluation and Accountability》2016,28(4):295-298

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