Bildinterpretation und Bildverstehen. Methodische Ans?tze aus sozialwissenschaftlicher, kunst- und medienp?dagogischer Perspektive
Winfried Marotzki/Horst Niesyto (Hrsg.): Wiesbaden: VS Verlag für Sozialwissenschaften 2006. 288 S. ISBN 978-3-531-15106-9. Preis: 29,90 €.     

Oliver Schnoor 《Zeitschrift für Erziehungswissenschaft》2007,10(4):581

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An instructional design framework for authentic learning environments   总被引：9，自引：0，他引：9  

Jan Herrington  Ron Oliver 《Educational technology research and development : ETR & D》2000,48(3):23-48

The instructional technology community is in the midst of a philosophical shift from a behaviorist to a constructivist framework, a move that may begin to address the growing rift between formal school learning and real-life learning. One theory of learning that has the capacity to promote authentic learning is that of situated learning. The purpose of this three-part study was first, to identify critical characteristics of a situated learning environment from the extensive literature base on the subject; second, to operationalize the critical characteristics of a situated learning environment by designing a multimedia program that incorporated the identified characteristics; and third, to investigate students' perceptions of their experiences using a multimedia package based on a situated learning framework. The learning environment, for preservice teachers, comprised a multimedia program on assessment in mathematics together with recommended implementation conditions for the classroom. Eight students were observed and interviewed to explore their perceptions of the situated learning environment. Findings suggest that the use of the situated learning framework provided effective instructional design guidelines for the design of an environment for the acquisition of advanced knowledge. Since 1992, as a Senior Instructional Designer, she has worked principally in multimedia and Web-based projects. He has been teaching with, and researching innovative uses of, instructional technologies in secondary schools and universities for the past 20 years. The authors would like to thank Professor Tom Reeves for his encouragement and support, and to acknowledge the significant role he has played in the development of our ideas and research direction.  相似文献   

Global-local divides and ontological politics: feminist STS perspectives on mobile learning for community health workers in Kenya     

Jade Vu Henry  Martin Oliver  Niall Winters 《Learning, Media and Technology》2019,44(3):235-251

ABSTRACT

This theoretical paper argues that Feminist Science and Technology Studies (FSTS) can help advance the emancipatory project in critical Ed Tech research. To support this claim, we deploy Tsing’s concept of ‘scale-making projects’ (2005. Friction: An Ethnography of Global Connection. Princeton, NJ: Princeton University Press) to connect ‘global’ narratives to ‘local’ users in a mobile learning project for Kenyan health workers. Drawing from this exemplar case, we discuss more broadly how FSTS provides useful theory and methods for tracing the trans-national power relations of digital technologies ‘on the ground’. The paper concludes by advocating for new forms of emancipatory Ed Tech research – ones framed not only within oppositional pairings such as ‘global’ versus ‘local’, but which elucidate how binaries themselves are constituted through far-flung trans-national arrays of sociomaterial practice.  相似文献   

Counterfactual mutation of critical classroom incidents: implications for reflective practice in initial teacher education     

Oliver McGarr  Orla McCormack 《欧洲师范教育杂志》2016,39(1):36-52

This study explores reflective practice through the lens of counterfactual thinking and examines its role in encouraging student teachers to reflect on negative ‘critical incidents’. The study posits that reflections on critical incidents are often not ‘critical’ in nature. They more frequently result in counterfactual thinking processes which leads to a counterfactually mutated outcome congruent with one’s initial beliefs. To explore this issue, the study examined a collection of school placement reflections (n = 180) from a cohort of initial teacher education students on a 4-year B.Ed programme in the Republic of Ireland. The data revealed that, where present in the student teachers’ reflections, critical incidents of a negative nature did invoke counterfactual thinking. These counterfactually mutated scenarios and actions tended to draw on quite traditional views of teaching and tended to reinforce the idea that teachers should be authority figures. The study discusses some of the factors, specific to teacher education, that increase the likelihood that counterfactually thinking is invoked and raises questions about current practice in teacher education that contribute to this.  相似文献   

Self‐concept and science achievement: Investigating a reciprocal relation model across the gender classification in a crosscultural context     

Jianjun Wang  J. Steve Oliver  John R. Staver 《科学教学研究杂志》2008,45(6):711-725

Science achievement and self‐concept are articulated in this study to examine a model of reciprocal relationship during a crosscultural transition. Trend data have been gathered to assess changes of the perceived English importance before and after Hong Kong's sovereignty handover from Britain to China. The data analyses were conducted four times across dimensions of gender and timing over which the political transition took place. Besides small gender differences in the statistical results, weak but significant reciprocal relationships have been found between science achievement and self‐concept. In line with a policy of switching the medium of instruction from English to Chinese in most secondary schools, interpretation of different path coefficients obliges incorporation of cross‐cultural understanding in science education. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 45: 711–725, 2008  相似文献   

Portable X-ray fluorescence analysis of pesticides in the textile collection at the German Historical Museum,Berlin     

Sonja Krug  Oliver Hahn 《文物保护研究》2014,59(6):355-366

The majority of the objects found in the textiles collection at the German Historical Museum in Berlin have been treated with different biocides at various points in the past. Prior to this study, the presence of organochlorinated pesticides in rooms and storage cabinets had already been proven in an analysis of air samples that employed gas chromatography and mass spectroscopy. To estimate the risks these toxins pose to both collections and museum staff, we conducted a field study with the help of a portable X-ray fluorescence spectrometer. In this study, we present an attempt at a reliable quantitative analysis. In addition to chlorine, other potentially hazardous elements such as lead, arsenic, and mercury were found in the majority of the objects. In some cases, however, it has to be taken into account that the detected elements might have originated from manufacturing processes rather than biocide treatments. Such knowledge is a crucial prerequisite to proper risk prediction.  相似文献   

Genre studies and archives: introduction to the special issue     

Gillian Oliver  Wendy M. Duff 《Archival Science》2012,12(4):373-376

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Stellen Hochschultypen differenzielle Entwicklungsmilieus dar?     

Dr. Jochen Kramer  Dr. Ingo Zettler  Dr. Felix Thoemmes  Prof. Dr. Gabriel Nagy  Prof. Dr. Ulrich Trautwein  Prof. Dr. Oliver Lüdtke 《Zeitschrift für Erziehungswissenschaft》2012,15(4):847-874

The German higher education system has three different types of universities. This study aims to investigate the effect of choosing one particular university type on central personality traits (vocational interests, vocational motives and the Big Five). Existing results clearly show that the individual types of universities recruit students with different backgrounds. Whether differential development during and after studies is determined by university type (i.e. socialization effects in a broader sense) or whether it denotes a consequence of pre-existing differences among students of the university types will, for the first time, be examined using propensity-score matching. To do this, data of a large longitudinal study in Baden-Wuerttemberg were used in order to compare 1568 students at traditional universities (Universit?ten), universities of applied sciences (Fachhochschulen), and universities of cooperative education (Berufsakademien) in their second, fourth and sixth year after university entrance examination. Socialisation effects were tested in propensity-score based parallelised sub-samples (N?=?622). Results show that differences between university types can mainly be explained with selection effects and that the effects of attendance at the university types itself were hardly differential.  相似文献   

Measuring outcomes in performance-based instruction     

J. Dale Oliver 《Performance Improvement》1980,19(10):8-10

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Lessons from lockdown: Autistic students,parents and mainstream schools     

Carol Vincent  Caroline Oliver  Georgia Pavlopoulou 《British Educational Research Journal》2023,49(3):522-537

This paper reports on the findings of a BERA-funded small-scale project that explores the impacts of COVID-19 lockdowns on the educational experiences of autistic children and young people who attend mainstream schools and their parents/carers in England. We observe that, unsurprisingly, lockdown resulted in associated stresses for families. However, our main argument is that for the participants, the pandemic has not been experienced to the same extent as is popularly understood; that is, causing major disruption to children's schooling experiences and/or unusual levels of social isolation. Using the concept of stigma as a theoretical resource, we argue that this is because the families with whom we spoke were already experiencing, pre-COVID-19, disrupted schooling and degrees of social isolation. Indeed, for many of the young people, the break from school occasioned by lockdown allowed them a release from the more negative and stigmatising aspects of their routine experiences within school. We therefore argue that the disruption of the pandemic sheds light on how stigma shapes students' daily school experiences.  相似文献