Transforming Learning Support: An Online Resource Centre for a Diverse Student Population     

Rosemary Clerehan  Jill Turnbull  Tim Moore  Alanna Brown  Juhani Tuovinen 《Educational Media International》2013,50(1-2):15-32

The diverse student population at large multi-campus universities requires English language and academic skills support which is targeted to their needs and easily accessible. The Online Student Resource Centre website, developed at Monash University, provides opportunities for students, no matter where they are, to make contact with staff and to access information, but more significantly offers a suite of stand-alone tutorials and downloadable resources, using NetObjects Fusion as the platform. These derive from some 100 print booklets covering academic writing, reading, listening, speaking, grammar and study skills/exam strategies. This paper outlines the process and philosophy of development of these tutorials, based on a constructivist framework, with guided and self-directed learning paths designed to accommodate a range of learning styles. Two tutorials are analysed to highlight some of the pedagogical challenges in translating print resources for the online environment. The paper concludes by reporting on a pilot evaluation of the two tutorials. Transformation d’un support d’enseignement: un centre de ressources en ligne pour une population

variée d’étudiants. Les populations trés variées d’étudiants dans les grand campus multiples de certaines universités exigent une langue anglaise et des compétences académiques adaptés À leurs besoins et facilement accessible. Le centre de ressources en ligne pour les étudiants grÂce au site web, mis au point À Monash University fournit aux étudiants, où qu’ils soient, des occasions de contacts avec les enseignants et d’accès À l’information, mais de facon plus significative, offre une série d’actions de tuteurs alors que les étudiants sont seuls et de ressources que l’on peut télécharger utilisant la fusion d’objet du Net comme platforme. Ceux ci sont extraits d’une centaine de livrets imprimés concernant l’écriture, la lecture, l’écoute, la parole, la grammaire et les compétences

pour les études et les stratégies des examens. L’article donne les grandes lignes et la philosophie du développement de ces

exercices de tutorat, basés sur un cadre constructiviste comportant des cheminements d’apprentissage guidés et dirigés par les

étudiants pour faire face À toute une série de styles d’apprentissages. On analyse 2 exercices de tutorat pour mettre en valeur

certaines challenges pédagogiques en traduisant des ressources imprimés pour un environnement on ligne. L’article se termine

par le rapport d’une évaluation pilote de ces 2 exercices. Veränderte Lernhilfen: Ein Online Resource Centre für unterschiedliche Studentengruppen. Unterschiedliche Studentengruppen an grossen Campus Universitäten benötigen Unterstützung in der englischen Sprache und bei der Verbesserung der akademischen Fähigkeiten, die auf ihre Bedürfnisse zugeschnitten und einfach zugänglich ist. Das Online Student Resource Centre, das auf der Webseite von der Monash Universität entwickelt wurde, bietet den

Studenten Gelegenheit, unabhängig von ihrem Wohnort, sich mit den Lehrern in Verbindung zu setzen und Informationen abzurufen, aber darüber hinaus bietet es ein Forum für Tutorials and kopierfähiges Informationsmaterial unter Anwendung von NetObjects Fusion als Plattform. Dieses Unterstützungsmaterial stammt von 100 gedruckten Büchern über die Disziplinen, wissenschaftliches Schreiben, Lesen, Hören, Sprechen, Grammatik und Lernfähigkeiten /Prüfungsstrategien. Dieser Artikel beschreibt den Prozess und die Philosophie, die der Entwicklung dieser Tutorials zugrunde liegen und auf

einem ausbaufähigen System basieren und mit vorgegebenen und selbst bestimmten Lernpfaden so angelegt sind, dass sie mehrere Lernstile berücksichtigen. Zwei Tutorials werden analysiert um an ihnen einige der pädagogischen Herausforderungen zu verdeutlichen, die bei der übertragung von gedrucktem Material in das online Lernfeld entstehen. Der Artikel endet mit einem Bericht über die Pilot Evaluierung dieser beiden Tutorials.  相似文献   

Supporting teacher responsiveness in assessment for learning through disciplined noticing     

Bronwen Cowie  Christine Harrison  Jill Willis 《Curriculum Journal》2013,24(4):464-478

Abstract

Assessment for learning (AfL) practices are commonly recommended as effective classroom strategies for providing teachers with information about student understanding. For teachers, the substantive potential of these AfL practices to inform student learning actions depends on what teachers notice and select as a focus and how they interpret and act on the information they have. This paper suggests research on teacher professional noticing has something to offer in understanding how teacher AfL attention and actions are framed in the moment. It explains noticing as a responsive act that invites action that is an inclusive, dynamic and purposeful response to evidence of student ideas. Noticing is what enables a teacher to act on the fly because it informs and underpins possible actions. Three frames of noticing are introduced to guide noticing and action – curriculum connoisseurship, cultural and community connectedness, and collaborative ways of working. Through consideration of classroom events using these frames, teachers become better prepared to choose to respond in the moment creatively. The three frames provide teachers and researchers with a conceptual language to articulate and sharpen their AfL practices as part of a flexible and rigorous responsiveness to their students’ learning.  相似文献   

First-, second- and third-person values-based ethics in educational action research: personal resonance,mutual regard and social responsibility     

Jill E. Robinson 《Educational Action Research》2013,21(2):303-310

Generalisation is inescapable. We all generalise. It is part of our cognitive apparatus and it is fundamental to the way we live. Our understanding of the world has to go beyond our own unique and limited experiences if we are to interact, empathise, understand and communicate with others in our social milieu. Without generalisation we could not interact with our world in a meaningful and coherent way – that is to say, we would need continual repetition of the same mental procedures for each new experience.  相似文献   

What Is Motor Development? The Lessons of History     

Jane E. Clark  Jill Whitall 《Quest (Human Kinetics)》2013,65(3):183-202

Recently the definition of motor development seems to have engendered a debate among a number of scholars in the field. We suggest that the controversy stems from confusion about whether motor development is a product or a process. When motor development is defined as change over time in motor behavior, the focus is on motor performance (i.e., product), whereas when motor development is defined as a process, the emphasis is on the underlying mechanisms of change. Clearly, the proper definition of motor development includes both the product and process of change. Through an historical overview of the field, we trace the origins of this definitional confusion and its impact on the study of motor development. The paper concludes with our position as to the future directions for motor development research.  相似文献   

Troubling “understanding mathematics in-depth”: Its role in the identity work of student-teachers in England     

Sarmin Hossain  Heather Mendick  Jill Adler 《Educational Studies in Mathematics》2013,84(1):35-48

In this paper, we focus on an initiative in England devised to prepare non-mathematics graduates to train as secondary mathematics teachers through a 6-month Mathematics Enhancement Course (MEC) to boost their subject knowledge. The course documentation focuses on the need to develop “understanding mathematics in-depth” in students in order for them to become successful mathematics teachers. We take a poststructural approach, so we are not interested in asking what such an understanding is, about the value of this approach or about the effectiveness of the MECs in developing this understanding in their participants. Instead we explore what positions this discourse of “understanding mathematics in-depth” makes available to MEC students. We do this by looking in detail at the “identity work” of two students, analysing how they use and are used by this discourse to position themselves as future mathematics teachers. In doing so, we show how even benign-looking social practices such as “understanding mathematics in-depth” are implicated in practices of inclusion and exclusion. We show this through detailed readings of interviews with two participants, one of whom fits with the dominant discourses in the MEC and the other who, despite passing the MEC, experiences tensions between her national identity work and MEC discourses. We argue that it is vital to explore “identity work” within teacher education contexts to ensure that becoming a successful mathematics teacher is equally available to all.  相似文献   

Examining the Moderating Effect of Appearance Impression Motivation on the Relationship Between Perceived Physical Appearance and Social Physique Anxiety     

Anthony J. Amorose  Jill Hollembeak 《Research quarterly for exercise and sport》2013,84(4):507-513

We measured the effects of stride rate, resistance, and combined arm-leg use on energy expenditure during elliptical trainer exercise and assessed the accuracy of the manufacturer's energy expenditure calculations. Twenty-six men and women (M age = 29 years, SD = 8; M body weight = 73.0 kg, SD = 15.2) participated. Twenty-two participants performed two tests, one without the arm poles (leg-only) and the other with arm poles (combined arm-leg). The other 4 participants performed one test without the arm poles. Both tests consisted of six 5-min stages (two stride rates, 110 and 134 strides^.min^-1, and three resistance settings: 2, 5, and 8). Steady-state oxygen uptake (VO₂), minute ventilation (VE), heart rate (HR) and rating of perceived exertion (RPE) were measured. Repeated measures analysis of variance determined higher (p < .001) VO₂, VE, and RPE, but not HR, during combined arm-leg versus leg-only exercise at any given intensity. Increases in stride rate and resistance increased VO₂, VE, RPE, and HR with the greatest effect on VE and HR from Levels 5 to 8. The manufacturer's calculated energy expenditure was overestimated during both tests. Although the oxygen cost for elliptical trainer exercise was calculated to be approximately 0.1 ml^.kg^-1 per stride and 0.7 ml^.kg^-1.min^-1 per resistance level, VO₂ varied widely among individuals, possibly due to differences in experience using the elliptical trainer, gender, and body composition. The elliptical trainer offers (a) a variety of intensities appropriate for most individuals and (b) both arm and leg exercise. Due to the wide variability in VO₂, predicting the metabolic cost during elliptical trainer exercise for an individual is not appropriate.  相似文献   

Validity of Activity Trackers in Estimating Energy Expenditure During High-Intensity Functional Training     

Cody E. Morris  Paige A. Wessel  Rachel A. Tinius  Mark A. Schafer  Jill M. Maples 《Research quarterly for exercise and sport》2013,84(3):377-384

ABSTRACT

Purpose: The purpose of this study was to evaluate the agreement of five commercially available accelerometers in estimating energy expenditure while performing an acute bout of high-intensity functional training (HIFT). Methods: Participants (n = 47; average age: 28.5 ± 11.6 years) consisted of recreationally active, healthy adults. Each participant completed a session of HIFT: a 15-minute workout consisting of 12 repetitions each of air-squats, sit-ups, push-ups, lunges, pull-ups, steps-ups, and high-knees; performed circuit-style by completing as many rounds as possible. During this session, each participant wore the Cosmed K4b2 portable metabolic analyzer (PMA) and five different accelerometers (ActiGraph GT3X, Nike Fuelband, Fitbit One, Fitbit Charge HR, and Jawbone UP Move). Results: Four of the five activity trackers reported lower (p < .05) total EE values compared to the PMA during the acute bout of HIFT. The waist-mounted device (ActiGraph, 182.55 ± 37.93 kcal) was not significantly different from, and most closely estimated caloric expenditure compared to the PMA (144.99 ± 37.13 kcal) (p = .056). A repeated-measures ANOVA showed that all activity trackers were significantly different from the reference measure (PMA) (p < .05). Systematic relative agreement between the activity trackers was calculated, exhibiting a significant ICC = 0.426 (F [46,230] = 5.446 [p < .05]). Conclusion: The wrist- and hip-mounted activity trackers did not accurately assess energy expenditure during HIFT exercise. With the exception of the ActiGraph GT3X, the remaining four activity trackers showed inaccurate estimates of the amount of kilocalories expended during the HIFT exercise bout compared to the PMA.  相似文献   

Welche bildungswissenschaftlichen Inhalte sind wichtig in der Lehrerbildung?     

Dr. Olga Kunina-Habenicht  Hendrik Lohse-Bossenz  Prof. Dr. Mareike Kunter  Theresa Dicke  Doris F?rster  Jill G??ling  Franziska Schulze-Stocker  Annett Schmeck  Jürgen Baumert  Detlev Leutner  Ewald Terhart 《Zeitschrift für Erziehungswissenschaft》2012,15(4):649-682

In reviews of university teacher training, the parts of the curriculum based on educational science are often criticized as missing practical relevance and being non-cumulative. At the same time, uncertainty exists regarding which educational science based content is important for teacher candidates. The objective of the Delphi study presented here was the identification of core educational science content in university training. To this aim, a survey was carried out amongst 49 experts from different subject areas and phases of teacher training in three rounds using a standardized questionnaire. In the first round, 213 topics were specified, which were then assessed by experts regarding their importance for various aspects of the teaching profession. In the second and third rounds, which had the objective of reducing the number of topics, the experts chose a limited number of topics based on their relevance for university teacher training and for the practical success of teaching itself. The results show that the original list was comprehensive and that there is a consensus among most of the experts on their respective importance for teaching training.  相似文献   

The use and usefulness of a parent questionnaire to help schools identify disability     

Anthony Feiler  Jill Porter  Harry Daniels  Jan Georgeson  Jane Hacker  Sue Martin 《Journal of Research in Special Educational Needs》2012,12(1):22-27

The Equality Act 2010 will be implemented in full in 2011, and schools in the UK will have to provide special aids or services for children with disabilities where this provision is considered reasonable. This paper reports on staff perspectives on the use and usefulness of a parental questionnaire on disability from a sample of 49 schools (mainstream and special) located in 12 local authorities. Most schools found the process of administering the parent questionnaire undemanding; just under half of the sample indicated that they would take some action as a result of the data collected from the parental questionnaire (e.g., to inform plans for targeting or monitoring support for children, and to contact parents and follow‐up issues they had mentioned); and about one‐third of schools recorded unanticipated findings from the parental questionnaire, that is, the identification of children whose disabilities were not previously known to the school. Implications for schools are discussed.  相似文献   

Promotion of research articles to the lay press: a summary of a three‐year project     

Sharon MATHELUS  Ginny PITTMAN  Jill YABLONSKI‐CREPEAU 《Learned Publishing》2012,25(3):207-212

The promotion of scholarly journal articles to journalists and bloggers via the dissemination of press releases generates a positive impact on the number of citations that publicized journal articles receive. Research by John Wiley & Sons, Inc. shows that article‐level publicity efforts and media coverage boosts downloads by an average of 1.8 times and were found to increase citations by as much as 2.0–2.2 times in the articles analyzed in this study. We evaluated scholarly journal articles published in nearly 100 Wiley journals, which were also covered in 296 press releases. The results in this case study suggest a need for greater investment in media support for scholarly journals publishing research that sparks interest to a broad news audience, as it could increase citations.  相似文献