Creating an information-rich learning environment to enhance design student learning: challenges and approaches     

Lou McGill  David Nicol  Allison Littlejohn  Hilary Grierson  Neal Juster  William J. Ion 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(4):629-642

The use of technology with engineering design students is well established, with shared workspaces being particularly supportive of the collaborative design process. This paper reports on a study where a design knowledge framework involving three learning loops was used to analyse the effectiveness of shared workspaces and digital repositories in supporting design education. The issues discussed include the relationship between knowledge and information structures, the importance of integrating information literacy support, and the need for different systems within the learning environment to support formal and informal storage of resources. These issues are explored within the context of experiences of working in a multidisciplinary team with different approaches, research methodologies, and discourses.  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   

Using student learning and development outcomes to evaluate a first-year undergraduate group video project     

Jensen M  Mattheis A  Johnson B 《CBE life sciences education》2012,11(1):68-80

Students in an interdisciplinary undergraduate introductory course were required to complete a group video project focused on nutrition and healthy eating. A mixed-methods approach to data collection involved observing and rating video footage of group work sessions and individual and focus group interviews. These data were analyzed and used to evaluate the effectiveness of the assignment in light of two student learning outcomes and two student development outcomes at the University of Minnesota. Positive results support the continued inclusion of the project within the course, and recommend the assignment to other programs as a viable means of promoting both content learning and affective behavioral objectives.  相似文献   

Creating motivating job aids     

Angie Tilaro  Allison Rossett 《Performance Improvement》1993,32(9):13-20

  相似文献   

First things fast     

Allison Rossett  Stephen E. Smith 《Performance Improvement》2001,40(4):44-47

  相似文献   

Kindergarten screening: A survey of current practice     

Virginia Costenbader  Allison M. Rohrer  Nicholas Difonzo 《Psychology in the schools》2000,37(4):323-332

This study investigated current practices for screening new entrants to schools. A mail survey was conducted of 755 public‐ and private‐school districts in New York State to ascertain the procedures and instruments used to conduct kindergarten screening. Fifty‐one percent (385) of the districts responded. Thirty percent of the districts reported that they used locally developed screening instruments. The most widely used standardized instruments were the Developmental Indicators for the Assessment of Learning (DIAL‐R) (Mardell‐Czudnowski & Goldenberg, 1990), and the Brigance K & 1 Screen (Brigance, 1992). The great majority of respondents (95%) reported that screening is conducted on an individual basis, and in 45% of the districts, professionals spend more than 30 minutes in screening procedures with each child. On average, 3.58 different educational professionals in each district participate in screening procedures. About half of the districts reported that children identified as “unready” on the basis of screening procedures were referred for further evaluation; 19% of the districts advised parents to delay school entry for an additional year. Most districts (69%) reported that they were satisfied or very satisfied with current district practice. Implications for practitioners are discussed. © 2000 John Wiley & Sons, Inc.  相似文献   

Understanding the people in the organization who aren't us     

Allison Rossett 《Performance Improvement》1999,38(1):16-19

  相似文献   

Book reviews     

Maurice Reuchlin  George Vaideanu  William J. Platt  Christine LaConte  Walter Hahn  Kevin Majoribanks  C. E. Beeby  Otto Herz  William W. Brickman  Edith Cope  Ruth Wong 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1973,19(4):496-511

Sans résumé

---

Book reviews

---

Buchbesprechungen

---

Institut national d'Etude du travail et d'Orientation professionnelle

---

UNESCO  相似文献   

Book reviews     

A. J. Cropley  Gisela Knaup  Conrad M. B. Brann  Jeremy J. Greenland  Raymond Lallez  Walter Hahn  Brendan Connors  S. Anandalakshmy 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1980,26(4):511-524

  相似文献   

HyperCard for the Design,Development, and Delivery of Instruction     

Steven L. Eckols  Allison Rossett 《Performance Improvement Quarterly》1989,2(4):2-20

The innovative software product HyperCard™ introduced in August, 1987, and today distributed free of charge with Apple Computer Incorporated's Macintosh line of computers, has sparked a flurry of interest among computer users. HyperCard represents advanced technology that, in a short time, has been put in the hands of hundreds of thousands of users, including a significant number of instructional designers and performance technologists. This article has three sections that introduce instructional designers and performance technologists to HyperCard. The first section describes just what HyperCard is and summarizes how it works. The second section presents the theoretical background of the program, from the perspectives of both cognitive psychologists and futuristic thinkers in the computing world. Finally, the third section describes three uses of HyperCard: (a) as a database management program, (b) as a vehicle for implementing hypermedia applications, and (c) as an authoring tool. For each of these three functions, the advantages and disadvantages of HyperCard for instructional designers and performance technologists are explored.  相似文献