Neue Lernkultur     

Andrea Reinartz 《Zeitschrift für Erziehungswissenschaft》2005,8(1):135-141

  相似文献   

A systematic literature review on intangible assets and open innovation     

Michele?GrimaldiEmail author  Vincenzo?Corvello  Andrea?De Mauro  Emanuela?Scarmozzino 《知识管理研究与实践》2017,15(1):90-100

Despite the growing interest, Open Innovation (OI) in Intangible Assets (IAs) research is still fragmented and displays a limited contextual focus. This paper aims to provide a clearer view of these issues and represents a first step toward filling such research gap. A systematic literature review and a synthesis of high-quality contributions with a focus on a general overview of research on OI and IAs in OI processes have been carried out. By critically evaluating the current body of literature and definitions, we have moved a step further toward comprehending the multiple facets of existing research and highlight several promising areas for future development. In particular, we have analyzed the role of IAs in OI practices by selecting a synthesis and a critical review of their different exploitations. We have combined multiple algorithms to produce a clear topical taxonomy of the multiple strands of research lying at the interface of OI and IAs.  相似文献   

A Comparison of Procedures for Estimating Person Reliability Parameters in the Graded Response Model          下载免费PDF全文

David M. LaHuis  Kinsey B. Bryant‐Lees  Shotaro Hakoyama  Tyler Barnes  Andrea Wiemann 《Journal of Educational Measurement》2018,55(3):421-432

Person reliability parameters (PRPs) model temporary changes in individuals’ attribute level perceptions when responding to self‐report items (higher levels of PRPs represent less fluctuation). PRPs could be useful in measuring careless responding and traitedness. However, it is unclear how well current procedures for estimating PRPs can recover parameter estimates. This study assesses these procedures in terms of mean error (ME), average absolute difference (AAD), and reliability using simulated data with known values. Several prior distributions for PRPs were compared across a number of conditions. Overall, our results revealed little differences between using the χ or lognormal distributions as priors for estimated PRPs. Both distributions produced estimates with reasonable levels of ME; however, the AAD of the estimates was high. AAD did improve slightly as the number of items increased, suggesting that increasing the number of items would ameliorate this problem. Similarly, a larger number of items were necessary to produce reasonable levels of reliability. Based on our results, several conclusions are drawn and implications for future research are discussed.  相似文献   

Developing a Pedagogy of “Making” through Collaborative Self-Study     

Shawn M. Bullock  Andrea Sator 《Studying Teacher Education》2018,14(1):56-70

We believe that the ideas associated with the Maker Movement have profound implications for teacher education. We have isolated the pedagogical principles of hack, adapt, design, and create as central to exploring how they work with teacher candidate participants in a maker pedagogy lab. We frame these ideas as Maker Pedagogy, which is the enactment of the principles inspired by the maker movement in the classroom to foster learners who operate as innovators, creators, sharers and givers of knowledge, tools and technologies. The purpose of our self-study research is to describe, interpret and analyze how our pedagogies of teacher education and our critical friendship have changed and developed as a result of providing experiences for teacher candidates in our maker pedagogy lab. In this project we use self-study methodology to investigate our teaching and practices, and we dialogue about our tacit and personal knowledge as it contributes to the knowledge and understanding of our teaching through Maker Pedagogy. In particular, the emphasis is on critical collaborative inquiry through critical friends and on dialogue as a valued component of our research. Of particular interest were data in the video recordings of each lab that indicated that one or both of us had reframed our understanding of maker pedagogy. The findings are framed as three themes that document what we are learning about Maker Pedagogy through teaching teacher candidates. These are (1) the value of self-study methodology, (2) Maker Pedagogy as distinct and (3) deepening our pedagogies of teacher education.  相似文献   

Using Technology to Teach Information Literacy,edited by Thomas P. Mackey and Trudi E. Jacobson. New York: Neal-Schuman Publishers,Inc. 2008. 240p. $75.00. ISBN: 978-1-55570-637-1.     

Andrea Malone 《The Journal of Academic Librarianship》2009,35(3):285-286

  相似文献   

Clinical information behavior of rehabilitation therapists: a review of the research on occupational therapists, physical therapists, and speech-language pathologists          下载免费PDF全文

Lorie Andrea Kloda  Joan C. Bartlett 《Medical Library and Historical Journal》2009,97(3):194-202

  相似文献   

EES and the continuing evolution of Research Policy     

Ben R. Martin  Martin Bell  Hariolf Grupp  Fumio Kodama  Lee Fleming  Walter Powell 《Research Policy》2009,38(5):695-699

  相似文献   

Rapid on-chip genetic detection microfluidic platform for real world applications     

Satyajyoti Senapati  Andrew R. Mahon  Jason Gordon  Carsten Nowak  Shramik Sengupta  Thomas H. Q. Powell  Jeffrey Feder  David M. Lodge    Hsueh-Chia Chang 《Biomicrofluidics》2009,3(2)

  相似文献   

Teenage attitudes towards sexual diversity in Spain     

Lidón Moliner Miravet  Andrea Francisco Amat  Arecia Aguirre García-Carpintero 《Sex education》2018,18(6):689-704

  相似文献   

Factors Affecting Students' Acceptance of Tablet PCs: A Study in Italian High Schools     

Stefano Cacciamani  Daniela Villani  Andrea Bonanomi  Claudia Carissoli  Maria Giulia Olivari  Laura Morganti 《Journal of Research on Technology in Education》2018,50(2):120-133

To maximize the advantages of the tablet personal computer (TPC) at school, this technology needs to be accepted by students as new tool for learning. With reference to the Technology Acceptance Model and the Unified Theory of Acceptance and Use of Technology, the aims of this study were (a) to analyze factors influencing high school students' acceptance of TPCs and (b) to detect any difference in this influence considering the frequency of TPC use, students' gender, and school grade. Two hundred and ninety-six students from six high schools in the Milan area participated in the study. Data were collected using an online survey. The results showed that empowerment in learning, perceived usefulness, and support conditions affect learning use, and empowerment in learning and affect influence communicative use of TPCs. The implications of these results are discussed. (Keywords: tablets, acceptance, digital technologies, high school, path analysis)  相似文献