Accreditation in Hong Kong and international peer review     

Irene Edgar 《Assessment Update》1993,5(6):1-11

Increasingly, student outcomes assessment is being viewed as a component of comprehensive academic program review. The Hong Kong peer review process is typical of program review in the United Kingdom and Europe. In the second article in this issue, Ruth Green describes a typical U.S. program review process. —Editor.  相似文献   

Sociology as a Feeder Discipline in Teacher Education     

Donald E. Edgar 《Asia-Pacific Journal of Teacher Education》1974,2(1):17-24

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A proposal for international audiovisual exchange     

Edgar Dale 《Educational technology research and development : ETR & D》1960,8(4):229-233

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Book Review: A New Social Contract for Science?     

Jenkins  Edgar W. 《Minerva》1997,35(1):83-90

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Secondary programs in special education: are many of them justifiable?   总被引：1，自引：0，他引：1  

E Edgar 《Exceptional children》1987,53(6):555-561

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Program preferences: Their implications for the educational broadcaster     

Malcolm S. MacLean  Edgar Crane 《Educational technology research and development : ETR & D》1961,9(2):85-98

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Identifying the value of data analytics in the context of government supervision: Insights from the customs domain     

Boriana Rukanova  Yao-Hua Tan  Micha Slegt  Marcel Molenhuis  Ben van Rijnsoever  Jonathan Migeotte  Mathieu L.M. Labare  Krunoslav Plecko  Bora Caglayan  Gavin Shorten  Otis van der Meij  Suzanne Post 《Government Information Quarterly》2021,38(1):101496

eCommerce, Brexit, new safety and security concerns are only a few examples of the challenges that government organisations, in particular customs administrations, face today when controlling goods crossing borders. To deal with the enormous volumes of trade customs administrations rely more and more on information technology (IT) and risk assessment, and are starting to explore the possibilities that data analytics (DA) can offer to support their supervision tasks. Driven by customs as our empirical domain, we explore the use of DA to support the supervision role of government. Although data analytics is considered to be a technological breakthrough, there is so far only a limited understanding of how governments can translate this potential into actual value and what are barriers and trade-offs that need to be overcome to lead to value realisation. The main question that we explore in this paper is: How to identify the value of DA in a government supervision context, and what are barriers and trade-offs to be considered and overcome in order to realise this value? Building on leading models from the information system (IS) literature, and by using case studies from the customs domain, we developed the Value of Data Analytics in Government Supervision (VDAGS) framework. The framework can help managers and policy-makers to gain a better understanding of the benefits and trade-offs of using DA when developing DA strategies or when embarking on new DA projects. Future research can examine the applicability of the VDAGS framework in other domains of government supervision.  相似文献   

Book Reviews: Evolution's Workshop:God and Science on the Galápagos Islands     

Blake Edgar 《Endeavour》2001,25(4):166

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Hybrid e-learning tool TransLearning: video storytelling to foster vicarious learning within multi-stakeholder collaboration networks     

Marjoleine G. van der Meij  Frank Kupper  Pieter J. Beers  Jacqueline E. W. Broerse 《International Journal of Lifelong Education》2016,35(4):413-429

E-learning and storytelling approaches can support informal vicarious learning within geographically widely distributed multi-stakeholder collaboration networks. This case study evaluates hybrid e-learning and video-storytelling approach ‘TransLearning’ by investigation into how its storytelling e-tool supported informal vicarious learning, while it was applied in multi-stakeholder collaborations called ‘Regional Ateliers’. TransLearning was meant to supplement learning within RAs about running rural sustainable innovation projects. The e-tools’ video-stories were thematically coded for content analysis. Stakeholder workshops in which the e-tool was used, as well as gathered user experiences, were transcribed, analysed inductively and juxtaposed. Findings indicate that stakeholders vicariously learned by (1) creative association and (2) collaborative creation of new stories, based on watching individual or multiple videos, respectively. However, the e-tool’s learning content seemed rife with conceptual knowledge, indicating an absence of concrete experiences that are essential for rich(er) vicarious learning. Storytelling e-tools developed for vicarious learning in novice collaborations may inherently encounter this. To conclude, hybrid storytelling approaches like TransLearning seem to support informal vicarious learning best if they employ (1) processes in which learners actively co-create content (selection of topics and storytellers), (2) extensive storyboarding (3) and learning facilitators that encourage learners to collaboratively compare videos and think associatively.  相似文献   

School-based assessment of practical competence in science: Some issues from English experience     

Edgar Jenkins 《Research in Science Education》1992,22(1):224-229

Teacher-conducted assessments of practical skills are a compulsory component of GCSE examinations in science in England and Wales. The paper presents some of the findings of a research project that investigated this aspect of a science teacher's work. The project was concerned principally with the ways in which science teachers interpreted and operationalised the policy decision of central government and examination boards that teachers assume responsibility for the internal assessment of the practical competence of pupils aged 14–16 preparing for GCSE examinations in science. Specializations: the social history and politics of school science education  相似文献