By design: Professional learning ecologies to develop primary school teachers’ makerspaces pedagogical capabilities     

Michael Stevenson  Matt Bower  Garry Falloon  Anne Forbes  Maria Hatzigianni 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1260-1274

Makerspaces embody a growing movement of educators promoting constructionist learning with physical materials and digital technologies such as 3D design and 3D printing. As it gains traction in K-12 settings, the maker movement represents an interesting context in which to explore how professional ecologies can equip teachers with the knowledge, skills and dispositions needed to implement twenty-first century learning in their school context. This study investigated the roles of different participants from industry, school leadership and colleagues in influencing teachers’ confidence, enthusiasm, capabilities and beliefs when teaching in makerspaces. Utilising triangulated observations of activities through online questionnaires at beginning, middle and end points, as well as postproject interviews, the study explored the participation of 27 primary school teachers in a blended professional learning programme, followed by classroom delivery of modules focusing on tablet-based 3D design applications and the use of newly instaled 3D printers. Reporting no prior knowledge or experience with makerspaces, quantitative analyses revealed significant increases in teachers’ confidence and enthusiasm. Qualitative analyses of questionnaire and interview data underscored the influence of hands-on and theoretically grounded professional learning providing practical exposure to constructionist ideas, design thinking methodologies and 3D design technologies. Findings reveal the importance of targeted professional learning coupled with a substantial collegially supported implementation phase, as well as support from school leaders and industry partners to promote meaningful pedagogical change in technology-mediated maker-based learning.  相似文献   

The effect of controllable and uncontrollable neonatal preshocks on adult escape/avoidance behavior in the guinea pig (Cavia porcellus)     

Fred Fenton  Anne Calof  Richard Katzev 《Learning & behavior》1979,7(3):372-376

Neonatal guinea pigs were given escapable, inescapable, or no shock and were later tested as adults on a signaled escape/avoidance task. During the neonatal period, the animals that could escape shock learned to do so quickly and steadily increased their overall level of activity, while those that could not, displayed a consistent decline in activity. Furthermore, during adult escape/avoidance sessions, guinea pigs, that could control neonatal shock were superior to those that lacked such control. These findings extend the generality of the interference effect to the guinea pig and highlight the influence of early control of aversive events on this phenomenon.  相似文献   

Database selection in systematic reviews: an insight through clinical neurology          下载免费PDF全文

Matt Vassar  Vadim Yerokhin  Philip Marcus Sinnett  Matthew Weiher  Halie Muckelrath  Branden Carr  Laura Varney  Gregory Cook 《Health information and libraries journal》2017,34(2):156-164

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“Picturing Them Right in Front of Me”: Guidelines for Implementing Video Communication in Online and Blended Learning     

Richard E. West  Jason Jay  Matt Armstrong  Jered Borup 《TechTrends》2017,61(5):461-469

We provide actionable strategies that teachers can follow when implementing asynchronous video communication and feedback in their own courses. These strategies are based on our own research over many years in the use of asynchronous video in online teaching, as well as our review of the literature, and are provided to foster greater discussion on the pedagogical strategies surrounding the use of video in online teaching.  相似文献   

A Review of “Magic Search: Getting the Best Results from Your Catalog and Beyond”     

Matt Hartman 《Cataloging & classification quarterly》2013,51(5):488-489

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P. Shank, Editor, The online learning idea book: 95 proven ways to enhance technology-based and blended learning, Pfeiffer, San Francisco (2007), p. 380 ISBN: 978-0-7879-8168-6 (paper), US$31.83.     

Matt Dunlap   《The Internet and Higher Education》2008,11(1):60-62

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Psychometric characteristics of integrated multi-specialty examinations: Ebel ratings and unidimensionality     

Matt Homer  Jonathan Darling  Godfrey Pell 《Assessment & Evaluation in Higher Education》2012,37(7):787-804

Over recent years, UK medical schools have moved to more integrated summative examinations. This paper analyses data from the written assessment of undergraduate medical students to investigate two key psychometric aspects of this type of high-stakes assessment. Firstly, the strength of the relationship between examiner predictions of item performance (as required under the Ebel standard setting method employed) and actual item performance (‘facility’) in the examination is explored. It is found that there is a systematic pattern of difference between these two measures, with examiners tending to underestimate the difficulty of items classified as relatively easy, and overestimating that of items classified harder. The implications of these differences for standard setting are considered. Secondly, the integration of the assessment raises the question as to whether the student total score in the exam can provide a single meaningful measure of student performance across a broad range of medical specialties. Therefore, Rasch measurement theory is employed to evaluate psychometric characteristics of the examination, including its dimensionality. Once adjustment is made for item interdependency, the examination is shown to be unidimensional with fit to the Rasch model implying that a single underlying trait, clinical knowledge, is being measured.  相似文献   

Instructions to Adopt an External Focus Enhance Muscular Endurance     

David C. Marchant  Matt Greig  Jonathan Bullough  Daniel Hitchen 《Research quarterly for exercise and sport》2013,84(3):466-473

Abstract

The influence of internal (movement focus) and external (outcome focus) attentional-focusing instructions on muscular endurance were investigated using three exercise protocols with experienced exercisers. Twenty-three participants completed a maximal repetition, assisted bench-press test on a Smith's machine. An external focus of attention resulted in significant (p < .05) improvements in performance compared to the internal focus of attention, but not the control condition. Seventeen participants completed repetitions to failure at 75% 1-RM on free bench-press and squat exercises. In both tasks, externally focused instructions resulted in significantly greater repetitions to failure than control and internal focus conditions (p < .05). These results support previous research showing beneficial effects of externally focused instructions on movement efficiency.  相似文献   

The Impact of a Science Qualification Emphasising Scientific Literacy on Post-compulsory Science Participation: An analysis using national data     

Matt Homer  Jim Ryder 《International Journal of Science Education》2013,35(9):1364-1380

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The Scholarship of Teaching and Learning as collaborative working: a case study in shared practice and collective purpose     

Peter Kahn  Peter Goodhew  Matt Murphy  Lorraine Walsh 《高等教育研究与发展》2013,32(6):901-914

The Scholarship of Teaching and Learning (SoTL) has yet to fully enter the mainstream of life in higher education. In this case study, we consider a specific network focused on the reform of engineering education. The network involves global collaboration within the discipline of Engineering and is based around curricular activity that affects entire departments or groups of staff. We suggest that SoTL should pay greater attention to collaboration that addresses substantive disciplinary purposes, further embodying these purposes through spaces, motivations and capacities for action in the disciplinary and departmental setting. We frame our argument around a theoretical model of collaborative working in higher education and go on to offer a synoptic overview of ways to articulate common purpose around teaching and learning at large. Our account highlights potential drivers for such collaborative activity in other settings. In this way, we offer a means for others to develop the collective commitments, structures and understanding needed to mainstream SoTL within specific disciplinary or departmental settings.  相似文献