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121.
Angie An 《Journal of Library & Information Services in Distance Learning》2018,12(3-4):71-89
This paper highlights the design and development process that two academic business librarians employed to create an online toolkit of eLearning supports for business students. After receiving funding from their institution’s internal teaching innovation fund, they hired and worked with two eLearning design companies to produce the toolkit. The toolkit includes videos and PDF resources that show students how to retrieve specialized resources for key business research tasks. The librarians undertook this project to increase the online business information literacy offerings at their university and better support their institution’s diverse commuter, distance, and part-time student population. To develop a student-centered toolkit, the librarians used a curriculum mapping exercise, online surveying, focus groups, usability tests, and a student review group. They also adapted the ADDIE instructional design model and consulted adult learning theory to develop a series of micro-learning supports that were relevant and useful for undergraduate and graduate business students. 相似文献
122.
AbstractThe flipped classroom model of teaching can be an ideal venue for turning a traditional classroom into an engaging, inquiry-based learning (IBL) environment. In this paper, we discuss how two instructors at different universities made their classrooms come to life by moving the acquisition of basic course concepts outside the classroom and using class time for active problem-based learning. Results from student surveys are presented to relate student perceptions of the flipped/IBL classroom model. 相似文献
123.
Scott H. Deibel Matthew L. Ingram Andrew B. Lehr Hiliary C. Martin Darlene M. Skinner Gerard M. Martin Isaac M. W. Hughes Christina M. Thorpe 《Learning & behavior》2014,42(3):246-255
It is difficult for rats to acquire daily time–place (TP) learning tasks. One theory suggests that rats do not use time of day as a stimulus signaling a specific response. In the present study, we tested rats’ ability to use time of day as a discriminative stimulus. A fixed-interval procedure was used in which one lever provided reinforcement on a FI-5-s schedule in morning sessions, and the same lever provided reinforcement on a FI-30-s schedule in afternoon sessions. Because only one place was used in this paradigm, the rats could only use time of day to acquire the task. Mean responses during the first 5 s of the first trial in each session indicated that the rats did not discriminate between the two sessions. In Phase II, a different lever location was used for each of the two daily sessions, which meant that both spatial and temporal information could be used to acquire the task. The rats readily acquired the task in this phase, and probe trials indicated that the rats were using a combination of spatial and temporal information to discriminate between the two different trial types. When the spatial cue was removed in Phase III, rats no longer discriminated the two sessions, suggesting that time can only be used as a discriminative stimulus when each daily session is associated with a distinct spatial location. 相似文献
124.
Rats were trained on an interval time-place learning (TPL) task in which the location of food availability depended on the
time since the start of the session. Each of four levers (numbered 1, 2, 3, 4) provided food on an intermittent schedule for
two nonconsecutive 3-min periods. The order in which the levers provided food was 1, 2, 4, 3, 2, 3, 1, 4. This order was consistent
across sessions. Previous research conducted in our lab has shown that when only four “places” are used, rather than the eight
in the present study, rats use a timing strategy to track the location of food. Pizzo and Crystal (2004) recently trained
rats on an interval TPL in which each of eight arms of a radial arm maze provided food. They found evidence suggesting that
rats used both spatial and temporal information. In the present study, in which a revisiting strategy was used (i.e., each
lever provided food on more than one occasion), the rats tracked both the spatial and the temporal availability of food for
the first half of the session. Interestingly, in the second half of the sessions, the rats appeared to be timing the availability
of food even though they did not know where it would occur. That is, the rats knew the temporal, but not the spatial, contingencies
for the second half of the session. It appears that the requirement of revisiting a previously reinforced lever resulted in
rats' no longer being able to solve the spatial aspect of the task. 相似文献
125.
126.
In recent years, British science policy has seen a significant shift ‘from deficit to dialogue’ in conceptualizing the relationship
between science and the public. Academics in the interdisciplinary field of Science and Technology Studies (STS) have been
influential as advocates of the new public engagement agenda. However, this participatory agenda has deeper roots in the political
ideology of the Third Way. A framing of participation as a politics suited to post-Fordist conditions was put forward in the
magazine Marxism Today in the late 1980s, developed in the Demos thinktank in the 1990s, and influenced policy of the New Labour government. The
encouragement of public participation and deliberation in relation to science and technology has been part of a broader implementation
of participatory mechanisms under New Labour. This participatory program has been explicitly oriented toward producing forms
of social consciousness and activity seen as essential to a viable knowledge economy and consumer society. STS arguments for
public engagement in science have gained influence insofar as they have intersected with the Third Way politics of post-Fordism. 相似文献
127.
Teacher education programs continue to struggle with preparing highly qualified teachers ready to meet the academic, cultural, exceptionality and linguistic challenges, which are increasingly the reality of American's classrooms. Despite increased academic rigor in such programs, many emerging teachers are still ill prepared to each effectively students from cultural and racial backgrounds different from their own. The article asserts that this is due in part to a lack of an appropriate disposition on the part of future teachers. Further, the authors provide three strategies they use routinely with their undergraduate teacher education students that hold promise for effecting positive changes in disposition. 相似文献