Two sides of the same coin: video annotations and in-video questions for active learning     

Mirriahi  Negin  Jovanović  Jelena  Lim  Lisa-Angelique  Lodge  Jason M. 《Educational technology research and development : ETR & D》2021,69(5):2571-2588

Educational technology research and development - Video in education has become pervasive. Globally, educators are recording instructional videos to augment their students’ learning and, in...  相似文献   

Evaluating a bedside tool for neuroanatomical localization with extended‐matching questions          下载免费PDF全文

Kevin Tan  Han Xin Chin  Christine W.L. Yau  Erle C.H. Lim  Dujeepa Samarasekera  Gominda Ponnamperuma  Nigel C.K. Tan 《Anatomical sciences education》2018,11(3):262-269

Neuroanatomical localization (NL) is a key skill in neurology, but learners often have difficulty with it. This study aims to evaluate a concise NL tool (NLT) developed to help teach and learn NL. To evaluate the NLT, an extended‐matching questions (EMQ) test to assess NL was designed and validated. The EMQ was validated with fourth‐year medical students and internal medicine and neurology residents. The NLT's usability was evaluated with third‐ and fourth‐year students, and the effectiveness was evaluated with an experimental study of second‐year students, using the EMQ as the outcome measure. Students were taught how to use both the NLT and textbook algorithms (control) to perform NL, then randomized into either group, and only allowed to use their assigned tool to complete the EMQ. Primary outcome was the difference in mean EMQ scores expressed as a percentage of total score. For EMQ validation, students (n = 56) scored lower than residents (n = 50) (76.7% ± 1.7 vs. 83.0% ± 1.6; mean ± standard error of mean, P < 0.009). The EMQ demonstrated good reliability (Cronbach's α 0.85) and generalizability (G‐coefficient 0.85). Third‐ (n = 77) and fourth‐year (n = 42) students found the NLT user‐friendly and helpful in their learning of NL. In the experimental study, scores were significantly higher for NLT group (n = 94) than for controls (n = 101) (42.5 vs. 37.0%, P = 0.014); the effect size (Cohen's d) was 0.36. The EMQ is validated to reliably assess NL and is generalizable, feasible, practical, and of low cost. The concise and user‐friendly NLT for NL was effective in aiding medical student performance of NL. Anat Sci Educ 11: 262–269. © 2017 American Association of Anatomists.  相似文献   

Conceptual change and anomalous data: A case study in the domain of natural sciences     

Margarita Limón  Mario Carretero 《European Journal of Psychology of Education - EJPE》1997,12(2):213-230

Cognitive conflict has been proposed as a strategy to promote conceptual change. The history and philosophy of science have shown the importance of anomalous data to change scientific theories and to the progress of science. Often, scientists use anomalous data to develop new interpretations that lead to new conceptualizations and finally, to a deep conceptual change. To be aware of contradiction seems to be a first step in the process of conceptual change. A study to explore novice students responses to anomalous data has been carried out. Sixty nine ninth graders, fifty seven eleventh graders and sixty three twelfth graders participated in the study. A paper and pencil task about the origin of life on the Earth was designed. Subjects were divided into two conditions. In condition “A” only anomalous data were presented to the subjects. In condition “A+B”, both anomalous and confirmatory data were presented. Results indicated that younger students were less aware of contradiction than older students when both anomalous and confirmatory data were presented. However, no differences have been found among them when just anomalous data were presented (condition A). Twelfth graders were aware of contradiction in both conditions. Some students’ epistemological beliefs influenced their response to anomalous data. Although no conceptual change (weak or strong restructuring) was achieved, as it could be predicted by the low domain-specific knowledge of the subjects and the complexity of the topic, presenting anomalous data facilitated the achievement of the first steps of the conceptual change process.  相似文献   

Singaporean Early Childhood Teachers' beliefs about Literacy Development in a Multilingual Context     

Christina Lim  Jane Torr 《Asia-Pacific Journal of Teacher Education》2007,35(4):409-434

It is widely recognised that teachers' pedagogical practices are influenced by many factors, including their personal experiences, their theoretical knowledge and the institutional context in which they work. Yet little is known about the beliefs held by Singaporean teachers about language and literacy development. Given the significance of early childhood for subsequent academic achievement, this study employed a survey method to explore the beliefs about literacy held by 79 teachers of 4‐ to 6‐year‐old children in prior‐to‐school settings. The findings indicate that almost all teachers viewed their primary goal as fostering children's ability to communicate and express themselves. They believed in using an eclectic approach rather than focusing on one or other ‘method’. The findings have implications for early childhood teacher education programs, professional development and implementation of Government policies in Singapore.  相似文献   

Zone 3 relay blocking scheme to prevent cascaded events     

Seong-Il Lim 《天津大学学报(英文版)》2008,14(2):97-105

Defense systems are needed to prevent catastrophic failures of a power grid due to cascaded events. Cascaded events can be attributed to improper operations of protective relays. The most challenging problem for the design and implementation of a defense system is the performance in accuracy and speed in a real time environment. Protective devices are normally designed to operate fast in order to isolate the fault(s). This paper proposes a new methodology to distinguish line overloads from actual faults for distance relays. In order to distinguish between line flow transfers from a line outage and an actual fault, the line outage distribution factor (LODF) and generation shift factor (GSF) based power flow estimation method, and a secure peer to peer (P2P) communication structure are adopted. Computer simulations of cascaded events for a 6-bus system and the Korean power grid have been performed to establish the feasibility of the proposed scheme. Supported by Ministry of Science & Technology of Korea and Korea Science & Engineering Foundation Through ERC (Engineering Research Center) Program.  相似文献   

Analysing meritocratic (in)equality in Singapore: ideology,curriculum and reproduction     

Leonel Lim 《Critical Studies in Education》2016,57(2):160-174

In this article I first discuss how in Singapore the concept of meritocracy captures both elitist and egalitarian aspirations, and the ways in which its education policies have for a long time vacillated between these conflicting dimensions. I then argue that critical studies of meritocracy need to go beyond an understanding of the term as an inherently unstable concept instantiated problematically in policy and practice. Rather, as I develop the argument further, the dynamics of meritocracy needs to be appreciated as an ideology that is negotiated by dominant social groups as these seek to legitimize particular distributions of social resources. Such dominant ideologies, however, are not only produced in the education system; they are also reproduced through it, often in far more complex ways. To see how these ideologies and their tensions animate the very mechanism that sits at the centre of the reproduction of (in)equality, viz. the curriculum, the rest of the article provides an account of how one particular subject area is differently taught in an elite and a mainstream school.  相似文献   

Language Use Among Singaporean Pre-School Children     

Audrey Lim Swee Eng 《Asia Pacific Journal of Education》1994,14(2):11-25

This paper highlights the findings pertaining to the receptive and expressive language competencies of young children. The purpose of this paper is to evaluate the relative sensitivity of five different language measures as a means for assessing pre-schoolers' oral language proficiency. The results show few significant differences in language scores as a function of age, sex or SES. There was a complex pattern of intercorrelations among the language measures used. Results of a home environment questionnaire administered to parents revealed homogeneity in home environments for stimulating child learning and cognitive development across socioeconomic groups. The findings are discussed in relation to the utility of these measures in assessing pre-schoolers' linguistic competencies.  相似文献   

Challenges and issues in designing inquiry on the Web     

Byung-Ro Lim 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(5):627-643

The purpose of this study is to discuss major issues in designing inquiries on the web. Instructional designers face a lot of difficulties and challenges to deal with in the course of designing inquiry experiences for learners in the online environment, a complex and ill‐structured learning environment. Facilitating inquiry or using an inquiry‐based learning approach on the web has both advantages and disadvantages. Instructional designers need to acknowledge the design issues arising in each and every phase of the design process. Utilising appropriate design strategies, instructional designers can provide positive learning experiences for their online learners. For this purpose, three representative cases in the context of teacher professional development were examined and six major issues were identified as follows: (1) seeking a balance between a system‐generated guide and human facilitator, (2) visual representation of the inquiry process, (3) motivating learners with the right question, (4) engaging learners in various learning activities, (5) guiding the inquiry process with various scaffolds, and (6) maximising learning by coordinating resources, tools and the community of inquiry. This study explains each issue in great detail and provides possible guides for instructional designers to handle the issue.  相似文献   

Cultivating sustained teachers’ professional learning within a centralised education system     

Imran Shaari  Victor Lim  David Hung  Yew Meng Kwan 《School Effectiveness & School Improvement》2018,29(1):22-42

This study investigates how sustained professional learning for teachers within a centralised system was cultivated. Specifically, the sustained professional learning was initiated by officers from the headquarters (HQ) and involved interested teachers across schools in Singapore. Qualitative instruments were used to collect and analyse the data in examining the partnerships perceived by the participants. The enablers responsible to bring about sustained professional learning are proposed. A contribution of this study is to clarify how resources in the HQ and its schools can be bridged. Deliberate bridging of resources is critical particularly at the initial stage of the partnerships. This bridging is made possible through dedicated appointed champions. The appointed champions are passionate about the educational innovations and are willing to invest their time to understand the teachers’ needs. This paper argues that the enablers can offer opportunities for lateral networks to be forged within a hierarchical system.  相似文献   

Teachers' pedagogical beliefs and their planning and conduct of computer-mediated classroom lessons   总被引：2，自引：0，他引：2  

Cher Ping Lim  Ching Sing Chai 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(5):807-828

In this study, we observed and interviewed six teachers from two Singapore primary school classrooms. The schools were reportedly achieving high levels of computer integration as reflected in a nationwide questionnaire survey. Out of the 18 lessons that we observed, 14 lessons have incorporated some elements of constructivist teaching. However, closer examination revealed that the underlying orientation of the lessons was inclined towards information acquisition and regurgitation. Five out of the six teachers we interviewed were reportedly inclined towards constructivist notion of teaching. The teachers accounted for the inconsistency between their espoused beliefs and the teacher-centric teaching practice as due to contextual constraints. The teachers expressed that the need to complete the syllabi according to stipulated schedules so as to get the students ready for examination was the main barriers that prevented them from engaging in more constructivist teaching. This case study therefore highlights that although it is necessary for teachers to hold pedagogical beliefs that are compatible with the constructivist notion of teaching and learning, this is an insufficient condition to shift traditional teaching practice. Changes in assessment systems and substantial professional development are further conditions that have to be addressed.  相似文献