Virtual Reality: Real Promises and False Expectations     

Willem J. Homan 《Educational Media International》2013,50(4):224-227

Abstract

The article examines the latest development in advanced computer‐graphics termed Virtual Reality (VR), which is a technology that entails a 3‐dimensional artificial environment in which the user perceives a sense of presence. The paper discusses the dilemma of defining VR, and the limitations of the current technology. Furthermore, the author describes his experience with VR and looks at the implications of this new technology for education.  相似文献   

Inequalities in educational opportunities in France: educational expansion,democratization or shifting barriers?     

Marie Duru-Bellat  Annick Kieffer 《教育政策杂志》2013,28(3):333-352

This paper is concerned with inequalities in educational opportunities in France and presents data collected from cohorts born between 1919 and 1973, a period characterized by educational expansion. Data from large-scale representative French surveys were compiled in such a way as to make accurate historical and international comparisons possible. The paper argues that there has been a shift in social inequalities, from entry into collège (lower secondary school) to entry into lycée (upper secondary school leading to the baccalauréat). Finally, policy implications have been drawn from international comparisons of data on the reduction of social inequality.  相似文献   

Is Inequality Among Universities Increasing? Gini Coefficients and the Elusive Rise of Elite Universities   总被引：1，自引：0，他引：1  

Willem Halffman  Loet Leydesdorff 《Minerva》2010,48(1):55-72

One of the unintended consequences of the New Public Management (NPM) in universities is often feared to be a division between elite institutions focused on research and large institutions with teaching missions. However, institutional isomorphisms provide counter-incentives. For example, university rankings focus on certain output parameters such as publications, but not on others (e.g., patents). In this study, we apply Gini coefficients to university rankings in order to assess whether universities are becoming more unequal, at the level of both the world and individual nations. Our results do not support the thesis that universities are becoming more unequal. If anything, we predominantly find homogenisation, both at the level of the global comparisons and nationally. In a more restricted dataset (using only publications in the natural and life sciences), we find increasing inequality for those countries, which used NPM during the 1990s, but not during the 2000s. Our findings suggest that increased output steering from the policy side leads to a global conformation to performance standards.  相似文献   

How to evaluate rankings of academic entities using test data     

Marcel Dunaiski  Jaco Geldenhuys  Willem Visser 《Journal of Informetrics》2018,12(3):631-655

In the field of scientometrics, impact indicators and ranking algorithms are frequently evaluated using unlabelled test data comprising relevant entities (e.g., papers, authors, or institutions) that are considered important. The rationale is that the higher some algorithm ranks these entities, the better its performance. To compute a performance score for an algorithm, an evaluation measure is required to translate the rank distribution of the relevant entities into a single-value performance score. Until recently, it was simply assumed that taking the average rank (of the relevant entities) is an appropriate evaluation measure when comparing ranking algorithms or fine-tuning algorithm parameters.With this paper we propose a framework for evaluating the evaluation measures themselves. Using this framework the following questions can now be answered: (1) which evaluation measure should be chosen for an experiment, and (2) given an evaluation measure and corresponding performance scores for the algorithms under investigation, how significant are the observed performance differences?Using two publication databases and four test data sets we demonstrate the functionality of the framework and analyse the stability and discriminative power of the most common information retrieval evaluation measures. We find that there is no clear winner and that the performance of the evaluation measures is highly dependent on the underlying data. Our results show that the average rank is indeed an adequate and stable measure. However, we also show that relatively large performance differences are required to confidently determine if one ranking algorithm is significantly superior to another. Lastly, we list alternative measures that also yield stable results and highlight measures that should not be used in this context.  相似文献   

Interaction sociale et acquisition de la conservation du volume     

Willem Doise  Claude Hanselmann 《European Journal of Psychology of Education - EJPE》1990,5(1):21-31

Numerous experiments have shown that social interaction often plays a positive role in the acquisition of new cognitive operations. However, some experiments do not show such effect. One possible reason for such a lack in specific interaction situations could be the absence or paucity of systematic confrontations between partners’ viewpoints. The present experiment (N: 141) on the acquisition of the notion of volume shows that when brought to systematically alternate their interventions in an interaction situation, subjects progress relatively more as compared to a control group (individual condition), than subjects who interact without obligation to alternate.  相似文献   

Schools and Moral Education: Conformism or Autonomy?   总被引：3，自引：0，他引：3  

Willem L. Wardekker 《Journal of Philosophy of Education》2000,35(1):101-114

In pluralistic Western societies, schools have a specific task in moral education. This task is to be understood neither as the transmission of specific values, nor as the development of moral reasoning skills or universal values, but as teaching pupils to handle plurality in an autonomous way. The concept of autonomy is interpreted from a Vygotskian and Deweyan position, where learning in school means learning to participate in cultural activities in a reflective and critical way. Participation has both intellectual and moral aspects, and thus moral education can never be separated from cognitive education.  相似文献   

Taking the Future Seriously: On the Inadequacies of the Framework of Liberalism for Environmental Education     

Dirk Willem Postma 《Journal of Philosophy of Education》2002,36(1):41-56

International reports on environmental policy promote 'education for sustainable development' as an instrument for realising environmental awareness, values and attitudes consistent with the liberal concept of 'sustainable development'. In this paper the ethical and political-philosophical assumptions of (education for) sustainable development will be criticised. First, it will be argued that (Rawlsian) liberal ethics cannot include obligations towards future generations. Second, the commentary focuses on the economic perspective underlying this liberal framework, its anthropocentric bias and the hierarchical distinction between public and private spheres. Third, to offer a more adequate framework for environmental education, some fruitful ideas within neo-republicanism will be examined.  相似文献   

The siss in the netherlands: Descriptives and gender differences     

Annita Alting  Willem J. Pelgrum 《Studies in Educational Evaluation》1990,16(3)

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Heuristic value of the notion of zone of proximal development in the study of child and adolescent construction of concepts in physics     

Annick Weil-Barais 《European Journal of Psychology of Education - EJPE》1994,9(4):367-383

The heuristic value of the concept ofzone of proximal development in the field of scientific instruction is demonstrated by means of a study on the construction of the concept offorce by students aged 14 and 15. Based on an analysis of the differences between the students’ intuitive concepts and those taught in school, a sequence of learning steps are proposed to allow students to achieve the “shifts” needed to receive the concept of force, defined as an interaction between systems. Acting on the zone of proximal development means taking advantage of what students already know in order to help them construct precursory concepts in preparation for new conceptual propositions. The original teaching sequence presented is based on experimental problem situations designed to promote modelling skills. Students are asked to make predictions about measurement variations. To perform these prediction tasks, they must construct new concepts and use specific representation techniques. The study enabled us to show that it is possible in ten sessions to lead students to construct a precursor for the formal concept of force.  相似文献   

From one-stop shop to no-stop shop: An e-government stage model     

Hendrik Scholta  Willem Mertens  Marek Kowalkiewicz  Jörg Becker 《Government Information Quarterly》2019,36(1):11-26

This paper responds to two observations about current government service delivery. First, despite reasonable efforts to improve the design of forms and to establish single points of contact in one-stop shops, citizens still perceive forms as cumbersome. Second, citizens expect governments to act proactively by initiating appropriate government services themselves, instead of relying on requests for services from citizens. To address these two issues, this paper proposes a transition from a one-stop shop to a no-stop shop, where the citizen does not have to perform any action or fill in any forms to receive government services. The contribution of this paper is an e-government stage model that extends existing models. Stage models are suitable tools with which to inspire future developments, and ours extends previous models that guide progress toward the one-stop shop by describing two further stages: the limited no-stop shop and the no-stop shop. We define three dimensions along which to progress: integration of data collection, integration of data storage, and purpose of data use. We provide a first test of the model's validity through three case studies: the e-government practices in Austria, Estonia, and an Australian state government. Our work complements existing research on e-government stage models and proactive government service delivery.  相似文献