University teacher approaches to design and teaching and concepts of learning technologies     

Robert A. Ellis  Jane Hughes  Mark Weyers  Phil Riding 《Teaching and Teacher Education》2009

This study investigates the experience of teaching of 19 teachers who are teaching on university courses involving face-to-face and on-line learning. The teachers are asked about how they think about learning technologies and how they approach the design and teaching of their courses across these two contexts. Results show that there are qualitatively different ways of thinking about learning technologies that relate logically and positively to qualitatively different ways of designing and teaching using learning technologies. The results have implications for teachers and those interested in maximising the likelihood of learning for university students when teachers teach with learning technologies.  相似文献   

Gavin Kitching's The Trouble with Theory: The educational costs of postmodernism     

James D.  Marshall 《Educational Philosophy and Theory》2009,41(3):244-248

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一个标准能适合所有的项目吗:开放教育的选择     

约翰·罗比森  洛娜·坎贝尔  菲尔·巴克  袁莉  希拉·麦克尼尔 《开放教育研究》2010,16(5)

基于支持全英开放教育资源项目(英国开放教育资源项目,简称UKOER项目)的经验,本文将探讨该项目开展过程中所涌现出的各种不同的开放教育资源描述方法,及其对资源共享、工作流程计划、资源聚集观的影响.由于UKOUER项目包括个人层面的项目、学科层面的项目和院校层面的项目,而这三种类型的项目又有各自不同的特点,显然难以用一种技术或者描述性的解决方案来适合所有的项目.因此,目前这些项目只提供有限的描述性信息,包括项目标签、作者、题目、日期、链接地址、文件格式、文件大小、权限,以及一些附加信息,包括语言、学科分类、关键词、标签、评论和描述.所有项目可以自由选择编码、存储和分享上述信息的方法.本文通过大量的例证介绍了项目的描述方法,其中还包括工作流程和所作出的尝试.我们将考虑所选择的工具(资源库、Web2.0应用、虚拟学习环境)与标准选择的关系,以及本地需求和更广泛社区需求之间的关系.我们会考虑这些选择对资源传播和发现的影响,例如,资源描述对大量开放教育资源的发现服务的影响.  相似文献   

Contrasting concepts of learning and contrasting research methodologies: Affinities and bias   总被引：1，自引：0，他引：1  

Phil Hodkinson  Flora Macleod 《British Educational Research Journal》2010,36(2):173-189

This paper analyses the conceptual significance of different methods of researching learning. Based largely upon our own experiences, we briefly compare the use of mini‐ethnography, life history, cross‐sectional surveys and existing panel survey data. We argue that there are strong affinities between each of these methods and significantly different ways of understanding the nature of learning: mini‐ethnographies with learning as participation, life history with learning as construction and both types of survey with learning as acquisition. Three things follow. The first is that decisions about how to research learning are related to decisions about how to conceptualise and theorise learning. The second is that there is no foolproof empirical way to adjudicate between different conceptualisations of learning, though empirical evidence can and should play a significant part in informing such decisions. The third is that though mixing methods (including mixing more than one different qualitative approach) can bring advantages, the integration of the findings of mixed methods in relation to learning requires careful and sometimes difficult conceptual work.  相似文献   

Effectiveness of peers in delivering programs or motivating older people to increase their participation in physical activity: Systematic review and meta-analysis     

Elissa Burton  Kaela Farrier  Keith D. Hill  Jim Codde  Phil Airey  Anne-Marie Hill 《Journal of sports sciences》2018,36(6):666-678

The objective of this systematic review and meta-analysis was to evaluate the effectiveness of peers to deliver programs or encourage older people to be physically active and improve physical outcomes. Peer reviewed articles published in English between January 1976 and June 2016, retrieved from six databases according to the predefined inclusion criteria were included. Where possible results were pooled and meta-analyses conducted. Eighteen articles were included in the review, a total of 3,492 intervention participants, average age 66.5 years and 67.1% were female. Overall, study quality was medium to high. Interventions mainly included resistance, flexibility and cardiovascular training, however there was one aquatic exercise group. Eight studies were delivered by peers and five utilised peer support, which included advice and being positive but was not directly linked to an exercise intervention. While 16 of the 18 studies reported improvement in levels of physical activity and/or noted physical benefits by peer involvement, the meta-analyses findings supported the control groups for the six-minute-walk-test and the timed-up-and-go test. Findings from this review suggest exercise programs involving peers can promote and maintain adherence to exercise programs. However, results were inconclusive as to whether peers have a positive effect on improving older people’s physical function.  相似文献   

Sixth Grade Students’ Content-Specific Competencies and Challenges in Learning the Seasons Through Modeling     

Ji Young Sung  Phil Seok Oh 《Research in Science Education》2018,48(4):839-864

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Leadership development through virtual action learning: an evaluation     

Kath Aspinwall  Mike Pedler  Phil Radcliff 《Action Learning: Research and Practice》2018,15(1):40-51

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Which drop jump technique is most effective at enhancing countermovement jump ability, “countermovement” drop jump or “bounce” drop jump?     

Brendan Michael Marshall  Kieran Andrew Moran 《Journal of sports sciences》2013,31(12):1368-1374

Abstract

The drop jump is a popular form of plyometric exercise often undertaken to enhance countermovement jump ability (jump height). Despite its popularity the effects of drop jump training on countermovement jump height are often inconsistent. Such inconsistencies may be as a result of differences in the drop jump technique being employed. Two recognised forms of drop jump are the “countermovement” drop jump and the “bounce” drop jump and the current study examined the effects of eight weeks of training with these drop jump techniques on countermovement jump height. Methods: A kinetic and kinematic analysis of each participant's countermovement jump, bounce- and countermovement drop jumps was undertaken prior to training. Participants were then randomly assigned to a bounce drop jump training group (n = 34), a countermovement drop jump training group (n = 35) or a control group (n = 34). Changes in jump height were examined following training. Results: The countermovement drop jump training group increased their countermovement jump height by 2.9 cm (6%), which was a significant change (P < 0.05) in comparison to that experienced by the bounce drop jump (-0.2 cm, -0.4%) and the control group (-0.1 cm, 0.2%). Conclusion: The countermovement drop jump may be more effective than the bounce drop jump at enhancing countermovement jump height.  相似文献   

A comparison of the capacity of ice hockey goaltender masks for the protection from puck impacts     

Sarah Nur  Marshall Kendall  J. Michio Clark  T. Blaine Hoshizaki 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):459-469

Goaltenders in ice hockey are the only players that are on the ice for the entire game. Their position exposes them to impacts from collisions with other players, falls to the ice, and puck impacts. In competitive ice hockey leagues, head injuries resulting from puck impacts have been reported with some cases resulting in ending the player’s career. Considerable research has been conducted to assess the performance of hockey helmets; however, few have assessed the performance of goaltenders’ masks. The purpose of this study was to compare the capacity of four goaltenders’ masks for the protection from puck impact as measured by head acceleration and peak force. A Hybrid III headform was fitted with four different goaltender masks and impacted with a hockey puck in three locations at 25 m/s. The masks were found to vary in the level of protection they offered as the mask with the thickest liner resulted in lower forces than the thinnest mask for side impacts; however, the thinnest mask resulted in the lowest force for front impacts. Despite performance differences at specific locations, no one mask proved to be superior as peak acceleration and peak force values did not exceed the thresholds necessary for concussion.  相似文献   

Anticipating the experience of higher education through computer simulation     

Noel Entwistle  Phil Odor  Charles Anderson 《Higher Education》1987,16(3):337-355

In industry the advantages of realistic job preview have been much discussed, but lit-tle is currently done in British schools to prepare students for higher education. This article describes the development stages of a principled adventure game to simulate the experience of higher education. Playing this game is intended to provide realistic role preview for prospective students.The simulation has been developed out of an earlier board game derived, to some extent, from research findings. More recent research on student learning has provided the principles on which the new simulation game is being based. The game not only allows students to try out different study strategies, it also provides advice tailored to the specific strategies used by the individual stu-dent in interacting with the computer. This simulation can be seen as a simple expert system providing a form of intelligent tutoring.The architecture of the computer simulation is described, together with the strategies used to ensure that the game, and the advice provided, are both controlled by principles derived from the research on student learning. Illustrations are used to indicate how a student would experience the interactions with the computer, and how the rules produce tailored advice.  相似文献