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791.
Abstract: Fifty‐eight recent graduates (1998–2008) from the joint Washington State University (WSU) and University of Idaho (UI) BiState School of Food Science program and 27 of their employers participated in a survey assessing learning outcomes based on the 2001 Institute of Food Technologists (IFT) core competencies for undergraduate food science programs. Parallel web‐based survey instruments for the graduates and employers using the WSU Skylight Matrix Survey System© were employed to assess the attitudes of the respondents to the frequency of usage of IFT defined skills and the adequacy of the graduates’ preparation from the program. Graduates responded that they were generally satisfied with their education; however, they reported lower rates of adequate or better preparation in Success Skill involving group dynamics, processing and engineering skills, and government regulations. Most of these skills were also the least frequently used by graduates in their careers. Success Skills were the most frequently performed competencies, while food microbiology and safety, and some engineering and processing skills were used less frequently by graduates of the Food Science program. Greater than 80% of the employers reported that the graduates’ performance was adequate or better in all skill areas. The assessment suggested program improvement since a similar survey in 2004, but also illuminated areas for improvement in teaching and learning, particularly in light of the revised IFT 2011 Guidelines. Specifically, graduates and employers emphasized the need for more course work that weaves critical thinking skills, group dynamics, and government regulations into the classroom. Graduates also highlighted the importance of internships and extracurricular activities for career preparation. 相似文献
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Rats (n=6) visited four baited locations (randomly chosen on each trial; study phase), one of which was randomly selected to provide
chocolate. After short (1-h) or long (25-h) retention intervals (RIs), eight locations were available, and the four locations
not available in the study phase provided food (test phase); the chocolate location also provided food after long RIs. More
visits to the chocolate location occurred after long RIs than after short RIs. Next, chocolate was paired with LiCl during
the long RI (i.e., after encoding the chocolate location). Fewer revisits to the chocolate location occurred after LiCl than
in previous testing with the long RI. The rats demonstrated complete transfer when grape replaced chocolate after LiCl-chocolate
pairing. The discrimination of what, when, and where could not be based on adopting different revisit strategies at different
times of testing. 相似文献
793.
Performance technologists are likely to face at least two kinds of large-scale efforts. In one, the performance technologist is presented with a big issue to address; in the other, with a big program to make successful. This presents problems in implementing analysis: the results of the analysis must correspond to the size of the effort, but the project's sponsors want to see progress. The ideal approach, then, would be one that produces short-term benefits yet is not expensive or time-consuming. The organizational scan model can help performance technologists do a complete analysis without running up costs or wasting time. The keyword is “scan,” for the performance technologist will review the processes and traits of the organization, yet not place the organization under a microscope. The model is systemic, comprehensive, manageable, and communicable. It will help the performance technologist to identify actions that can be taken immediately to improve performance. From there the performance technologist can set priorities and plan further interventions to be used as necessary. 相似文献
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Ahmed Lachheb Victoria Abramenka-Lachheb Stephanie Moore Colin Gray 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1653-1670
Maintaining students' privacy in higher education, an integral aspect of learning design and technology integration, is not only a matter of policy and law but also a matter of design ethics. Similar to faculty educators, learning designers in higher education play a vital role in maintaining students' privacy by designing learning experiences that rely on online technology integration. Like other professional designers, they need to care for the humans they design for by not producing designs that infringe on their privacy, thus, not causing harm. Recognizing that widely used instructional design models are silent on the topic and do not address ethical considerations such as privacy, we focus this paper on how design ethics can be leveraged by learning designers in higher education in a practical manner, illustrated through authentic examples. We highlight where the ethical responsibility of learning designers comes into the foreground when maintaining students' privacy and well-being, especially in online settings. We outline an existing ethical decision-making framework and show how learning designers can use it as a call to action to protect the students they design for, strengthening their ethical design capacity.
Practitioner notes
What is already known about this topic- Existing codes of ethical standards from well-known learning design organizations call upon learning designers to protect students' privacy without clear guidance on how to do so.
- Design ethics within learning design is often discussed in abstract ways with principles that are difficult to apply.
- Most, if not all, design models that learning design professionals have learned are either silent on design ethics and/or do not consider ethics as a valid dimension, thus, making design ethics mostly excluded from learning design graduate programs.
- Practical means for engaging in ethical design practice are scarce in the field.
- A call for learning designers in higher education to maintain and protect students' privacy and well-being, strengthening their ethical design capacity.
- A demonstration of how to use a practical ethical decision-making framework as a designerly tool in designing for learning to maintain and protect students' privacy and well-being.
- Authentic examples—in the form of vignettes—of ethical dilemmas/issues that learning designers in higher education could face, focused on students' privacy.
- Methods—using a practical ethical decision-making framework—for learning design professionals in higher education, grounded in the philosophy of designers as the guarantors of designs, to be employed to detect situations where students' privacy and best interests are at risk.
- A demonstration of how learning designers could make stellar design decisions in service to the students they design for and not to the priorities of other design stakeholders.
- Higher education programs/institutions that prepare/employ learning designers ought to treat the topics of the designer's responsibility and design ethics more explicitly and practically as one of the means to maintain and protect students' privacy, in addition to law and policies.
- Learning designers in higher education ought to hold a powerful position in their professional practice to maintain and protect students' privacy and well-being, as an important aspect of their ethical design responsibilities.
- Learning designers in higher education ought to adopt a design thinking mindset in order to protect students' privacy by (1) challenging ideas and assumptions regarding technology integration in general and (2) detecting what is known in User Experience (UX) design as “dark patterns” in online course design.
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