Interpersonal Consulting Skills for Instructional Technology Consultants: a Multiple Case Study     

Peter?van LeusenEmail author  Anne?T.?Ottenbreit-Lefwich  Thomas?Brush 《TechTrends》2016,60(3):253-259

Building a trust-based relationship with faculty is one of the most important attributes of effective Instructional Technology Consultants (ITC) in order to integrate emerging technologies into higher education. Utilizing a multiple case study research design, four experienced ITCs at a large urban research university located in the Midwest showed that interpersonal skills are crucial when consulting with faculty on course design, technology integration, and teaching. By applying eight interpersonal consulting skills (active listening, paraphrasing, summarizing, open questioning, closed questioning, explaining concepts, explaining procedures, and informal conversation), ITCs developed trust-based relationships with faculty and generated an atmosphere conducive to change. While research on interpersonal skills is limited in the field of Instructional Design (ID), other fields, such as counseling or medicine, offer promising methods and results for teaching these skills. This article concludes with a presentation of methods for teaching interpersonal skills in counseling and medical preparation programs that could be adopted in the Instructional Design curricula.  相似文献   

A behavior systems view of the organization of multiple responses during a partially or continuously reinforced interfood clock     

Silva KM  Timberlake W 《Learning & behavior》2005,33(1):99-110

We examined how a 50% Pavlovian partial reinforcement (PRF) schedule, versus a 100% continuous reinforcement (CRF) schedule, altered the asymptotic amount and distribution of focal and general search behavior in rats during 48-sec trials with and without a four-segment interfood clock (S1-S2-S3-S4-US). Under CRF, but not PRF, average asymptotic focal search (nosing in the feeder) increased across the last two clock segments (S3 and S4), and more for the clock group than the no-clock group. Locomotor general search peaked in the second clock segment (S2) for the CRF-clock and CRF-no-clock groups and in S3 for the PRF-clock groups. Furthermore, the ratio of general search to maximum focal search was higher for the PRF-clock group than for the CRF-clock group. This pattern of results supports the view that predictable reward presentations temporally organize search states and related responses between food presentations. The relative expression of these responses varies with the predictability and proximity of reward and is more sharply defined in the presence of a clock.  相似文献   

Over-education and its opportunity cost in Japan     

Aleksander?KucelEmail author  Ivette?Fuentes?Molina  Josep?Maria?Raya 《Asia Pacific Education Review》2016,17(2):299-312

In this paper, we investigate the determinants of over-education in Japan and evaluate its opportunity costs for university graduates. To this end, we use the REFLEX data. Results reveal that over-education level in Japan is high and it brings an important wage penalty for Japanese workers. Large firm and high occupations point toward a significant reduction in the likelihood of over-education. Results for wage regressions for over-education indicate that Japanese workers who achieve jobs in large organizations will experience 20 % increase in their wage due to the firm size and, if over-educated, their increase in wage will remain positive. Results for women are puzzling as there is no significant effect associated with gender.  相似文献   

Technology’s Non-Neutrality: Past Lessons Can Help Guide Today’s Classrooms     

Paula?F.?FurrEmail author  Ronald?Ragsdale  Steven?G.?Horton 《Education and Information Technologies》2005,10(3):277-287

The benefits of classroom computers and associated technologies seem to be an accepted truism with those who question the benefits often dismissed as intractable Luddites. Educational technology has become big business both commercially and academically for today’s increasingly high-tech classrooms. Clearly, computers mark changes—permanent changes—in the way everyone lives, learns, works, and interacts globally. Ellul, Norman, and Postman, among others, have focused on the application of a technology and not on the “box” itself. All three have warned that although educators’ focus should be on the application, it is the characteristic of technology itself that shapes the future. History is replete with lessons and voices that support these warnings and provide a foundation for reasoned discussions of any technology’s Faustian bargains and its often unanticipated uses and consequences. The topic and open debate could not be more crucial or timeless, for how young minds, mental habits, and values are shaped in classrooms around the world affects everyone.  相似文献   

Ist Akademikermangel unvermeidbar?     

Volker?Müller-BenedictEmail author 《Zeitschrift für Erziehungswissenschaft》2002,5(4):672-691

Für die kommenden Jahre wird ein drastischer Akademikermangel in Deutschland vorausgesehen. In den letzten 150 Jahren sind Akademikermangelphasen wiederholt aufgetreten. Der Beitrag verknüpft bildungshistorische und aktuelle Daten, um einen Mechanismus zu rekonstruieren, der aus einer Akademikermangelphase unausweichlich die n?chste entstehen l?sst. Er besteht aus der Folge von Eigenausbauphasen des Bildungssystems und Breitenwachstumsphasen der anderen akademischen Berufe. Die Unvermeidlichkeit des Mangels ergibt sich daraus, dass die Berufsdauer der Lehrer/-innen gleich lang ist wie diese Phasenfolge (ca. 30–35 Jahre). In der „Tiefe“ dieses Mechanismus liegen die Altersstrukturwellen der Lehrer, die die Zeitpunkte der Mangelphasen bestimmen.  相似文献   

Proofs through Exploration in Dynamic Geometry Environments     

Constantinos?ChristouEmail author  Nikos?Mousoulides  Marios?Pittalis  Demetra?Pitta-Pantazi 《International Journal of Science and Mathematics Education》2004,2(3):339-352

The recent development of powerful new technologies such as dynamic geometry software (DGS) with drag capability has made possible the continuous variation of geometric configurations and allows one to quickly and easily investigate whether particular conjectures are true or not. Because of the inductive nature of the DGS, the experimental-theoretical gap that exists in the acquisition and justification of geometrical knowledge becomes an important pedagogical concern. In this article we discuss the implications of the development of this new software for the teaching of proof and making proof meaningful to students. We describe how three prospective primary school teachers explored problems in geometry and how their constructions and conjectures led them see proofs in DGS. Constantinos Christou: Author for correspondence.  相似文献   

Investigating the Effectiveness of Inquiry Instruction on the Motivation of Different Learning Styles Students     

Hsiao-Lin?TuanEmail author  Chi-Chin?Chin  Chi-Chung?Tsai  Su-Fey?Cheng 《International Journal of Science and Mathematics Education》2005,3(4):541-566

The purpose of this study was to investigate 8th graders with different learning styles their motivation outcomes after implementing 10 weeks (40 hours) inquiry-based teaching. Two hundreds and fifty four 8th graders were involved in experimental group, this group of students experienced inquiry instruction. Two hundreds and thirty two 8th graders were involved in control group, they were taught by traditional science teaching. Students' motivation toward science learning questionnaire (SMTSL) (Tuan, Chin & Shieh, 2005) were implemented in both groups in the beginning and at the end of the study. Students in the experimental group filled out learning preference questionnaire (Lumsdaine & Lumsdaine, 1995) in the beginning of the study. Forty students which represent different learning styles were chosen from five experimental classes to conduct post-test interview. Paired t-test, MANOVA, analytic inductive methods were used for analyzing both qualitative and quantitative data. Findings indicated that after inquiry instruction students' motivation increased significantly (p<.001) than students who enrolled in traditional teaching. Four different learning styles of students increased significantly (p<.005) in SMTSL scales: self-efficacy, active learning strategies, science learning value, performance goal and achievement goal. No significant difference was found among four learning styles of students' motivation after inquiry teaching. Interview data supported that most of students with different learning styles were willing to participate in the inquiry learning activities, while they hold different reasons for their engagement. Findings confirm inquiry-based science teaching can motivate students with different learning styles in science learning. An erratum to this article is available at .  相似文献   

The relation between intellectual and metacognitive skills in early adolescence.     

Marcel?V.?J.?VeenmanEmail author  Rosalie?Kok  Anke?W.?Bl?te 《Instructional Science》2005,33(3):193-211

The first objective of this study was establishing to what extent metacognitive skill is associated with intelligence. As a second objective, the impact of hints on the execution of metacognitive skills was investigated. Both issues have major implications for the training and transferability of metacognitive skills during performance on a representative school task. First, a standardized intelligence-test was administered to a group of first-year secondary-school students. Next, these students solved six math word problems, three without metacognitive hints and three including these hints. Metacognitive skilfullness was assessed through systematical observation, while learning performance consisted of performance on a math task and grade point average (GPA). Results show that without hints metacognitive skilfulness is the main predictor of initial learning, while intelligence additionally enters the regression equation after the presentation of metacognitive hints. GPA also appears to be predicted by a combination of intellectual and metacognitive skills. Consequences for the early acquisition of metacognitive skills are discussed.  相似文献   

Faculty do Matter: The Role of College Faculty in Student Learning and Engagement   总被引：4，自引：0，他引：4  

Paul?D.?UmbachEmail author  Matthew?R.?Wawrzynski 《Research in higher education》2005,46(2):153-184

This study uses two national data sets to explore the relationship between faculty practices and student engagement. Our findings suggest that students report higher levels of engagement and learning at institutions where faculty members use active and collaborative learning techniques, engage students in experiences, emphasize higher-order cognitive activities in the classroom, interact with students, challenge students academically, and value enriching educational experiences.  相似文献   

Antioxidant power of phytochemicals from<Emphasis Type="Italic">Psidium guajava</Emphasis> leaf     

Qian?HeEmail author  Nihorimbere?Venant 《浙江大学学报(A卷英文版)》2004,5(6):676-683

Dried ground leaves ofPsidium guajava L. (guava) were extracted by water and aqueous ethyl alcohol 50% (1∶10) ratio, and the total phenolic content in the extracts was determined spectrophotometrically according to Folin-Ciocalteu's phenol method and calculated as gallic acid equivalent (GAE). Remarkably high total phenolic content 575.3±15.5 and 511.6±6.2 mg of GAE/g of dried weight material (for ethanol guava leaf extracts and water guava leaf extracts, respectively) were obtained. The antioxidant activity of lyophilized extracts was determined at ambient temperature by means of a 2,2-diphenyl-1-picrylhydryzyl (DPPH') colorimetry with detection scheme at 515 nm. The activity was evaluated by the decrease in absorbance as the result of DPPH' color change from purple to yellow. The higher the sample concentration used, the stronger was the free radical-scavenging effect. The results obtained showed that ascorbic acid was a substantially more powerful antioxidant than the extracts from guava leaf. On the other hand, the commercial guava leaf extracts and ethanol guava leaf extracts showed almost the same antioxidant power whereas water guava leaf extracts showed lower antioxidant activity. The parameter EC₅₀ and the time needed to reach the steady state to EC₅₀ concentration (T _{EC 50}) affected the antiradical capacity of the sample. The antioxidant efficiency (AE) has been shown to be a more adequate parameter for selecting antioxidants than the widely used EC₅₀. This study revealed that guava leaf extracts comprise effective potential source of natural antioxidants.  相似文献