How instructional design experts use knowledge and experience to solve ill‐structured problems     

Peggy A. Ertmer  Donald A. Stepich  Cindy S. York  Ann Stickman  Xuemei Wu  Stacey Zurek  Yuksel Goktas 《Performance Improvement Quarterly》2008,21(1):17-42

This study examined how instructional design (ID) experts used their prior knowledge and previous experiences to solve an ill‐structured instructional design problem. Seven experienced designers used a think‐aloud procedure to articulate their problem‐solving processes while reading a case narrative. Results, presented in the form of four assertions, showed that experts (1) narrowed the problem space by identifying key design challenges, (2) used an amalgam of knowledge and experience to interpret the problem situation, (3) incorporated a mental model of the ID process in their problem analyses, and (4) came to similar conclusions about how to respond to the situation, despite differences in their initial conceptualizations. Implications for educating novice instructional designers are discussed.  相似文献   

Oral History Interview of PCC Founding     

David Reser  Jeanne Drewes  Ann Della Porta 《Cataloging & classification quarterly》2020,58(3-4):239-247

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Validation of a videogrammetry technique for analysing American football helmet kinematics     

Ann Bailey  James Funk  David Lessley  Chris Sherwood  Jeff Crandall  William Neale 《Sports biomechanics / International Society of Biomechanics in Sports》2020,19(5):678-700

ABSTRACT

Professional American football games are recorded in digital video with multiple cameras, often at high resolution and high frame rates. The purpose of this study was to evaluate the accuracy of a videogrammetry technique to calculate translational and rotational helmet velocity before, during and after a helmet impact. In total, 10 football impacts were staged in a National Football League (NFL) stadium by propelling helmeted 50th percentile male crash test dummies into each other or the ground at speeds and orientations representative of concussive impacts for NFL players. The tests were recorded by experienced sports film crews to obtain video coverage and quality typically available for NFL games. A videogrammetry procedure was used to track the position and rotation of the helmet throughout the relevant time interval of the head impact. Compared with rigidly mounted retroreflective marker three dimensional (3-D) motion tracking that was concurrently collected in the experiments, videogrammetry accurately calculated changes in translational and rotational velocity of the helmet using high frame rate (two cameras at 240 Hz) video (7% and 15% error, respectively). Low frame rate (2 cameras at 60 Hz) video was adequate for calculating pre-impact translational velocity but not for calculating the translational or rotational velocity change of the helmet during impact.  相似文献   

Narrative and Metaphor in Education: Look Both Ways     

Ann Ang 《Pedagogies: An International Journal》2019,14(2):169-172

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Building student-teacher relationships and improving behaviour-management for classroom teachers     

Jordan Yassine  Leigh Ann Tipton-Fisler  Barbara Katic 《Support for Learning》2020,35(3):389-407

Teachers can at times view behavioural intervention procedures as time-consuming. Thus, socially-valid classroom-based interventions are a critical component to behavioural success. This study examined the effects of traditional behavioural interventions with two kindergarten students presenting with challenging behaviours, including aggression, tantrums and noncompliance. Notably, it was found that traditional behavioural procedures were not sufficient to substantially reduce the behaviours alone. Therefore, a relationship-building component was added to target positive student-teacher relationships. Student outcomes resulted in a significant reduction in challenging behaviour as well as teacher-reported behaviours showing a reduction across all measured periods. Ongoing teacher consultation, increased student-teacher relationships (STRs) and use of effective classroom management strategies are necessary for effective models of behaviour support.  相似文献   

Knowledge into action – supporting the implementation of evidence into practice in Scotland          下载免费PDF全文

Sandra Davies  Paul Herbert  Ann Wales  Karen Ritchie  Suzanne Wilson  Laura Dobie  Annette Thain 《Health information and libraries journal》2017,34(1):74-85

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Graphic Novels: Collecting,Cataloging and Outreach in an Academic Library     

Aimee Slater  Ann Kardos 《The Journal of Academic Librarianship》2017,43(2):116-120

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A New Student Learning Focus for the Academic Library: From Geographical Proximity of the Learning Commons to Organizational Proximity within the Library     

Jo Ann F. Murphy 《图书馆管理杂志》2017,57(7):742-757

In 2015, student learning programs at the University of Saskatchewan moved organizationally to the university library. While these services resided physically in the library as part of the Learning Commons partnership, this recent change presents the library with a new focus and responsibility for broader student learning support and academic skill development. Highlighting examples of organizational integration of student learning support, this article uses a proximity perspective, suggesting that geographical proximity of services in the learning commons does not go far enough to achieve the deeper collaboration and integration necessary for holistic and integrated learning, and that organizational proximity is needed.  相似文献   

Introduction     

Angela Dresselhaus  Lila A. Ohler  Kristen Wilson  Leigh Ann DePope 《期刊图书馆员》2017,72(1-4):1-2

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Investigating Students’ Learning Through Co-designing with Technology     

Wu  Jue  Atit  Kinnari  Ramey  Kay E.  Flanagan-Hall  Grace Ann  Vondracek  Mark  Jona  Kemi  Uttal  David H. 《Journal of Science Education and Technology》2021,30(4):529-538

Involving students in the co-design of educational curricula and practices can benefit both students and teachers. Students who participate in co-design may show better learning or increased agency or engagement. In the present study, we investigated what kind of science knowledge or practices can be learned by student co-designers while engaging in co-design practices and how that learning happens with six high school students. We created a model to guide the analysis of students’ learning with technology in co-designing processes. The results revealed that students learned engineering design process even if no explicit instruction on engineering learning was given. Also, our analysis suggested that co-designing with technology enabled learning of the engineering design process and potentially furthered learning of science because it promoted knowledge integration. The results have implications for understanding and enhancing engineering design and science learning through co-designing with technology.

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