Kohlberg revisited     

Don Collins Reed 《Journal of moral education》2016,45(1):107-109

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Student & tutor consensus: a partnership in assessment for learning     

James Thompson  Don Houston  Kathryn Dansie  Timothy Rayner  Timothy Pointon  Simon Pope 《Assessment & Evaluation in Higher Education》2017,42(6):942-952

The mistakes made when attempting tasks often prove to be some of the most invaluable learning experiences. Despite this, outcome and results driven assessment formats largely penalise student performance errors or reward students who succeed by chance. The consequences of this paradigm are visible effects on student relationships with assessment. The student–tutor consensus approach to assessment was introduced to capture student learning achieved ‘from’ assessment to complement the measurement of performance outcomes. This approach parallels student and tutor judgement in a grade negotiation, affording the student an opportunity to share with their assessor what they have learned from the assessment activity. This student self-awareness was then considered alongside the conventional outcome-based score awarded by the tutor to generate a final grade for the assessed activity. Our study evaluated the perceptions of 90 undergraduate students enrolled in the bachelor of paramedic studies, who participated in this novel assessment approach as part of a final-year capstone topic. The results comprehensively indicated value for all aspects of the assessment approach, as well as a recognition that the skills will be useful in their future professional roles.  相似文献   

Robust estimator design with an emphasis balance between performance and robustness     

Hyeon-Cheol Lee  Don R. Halverson 《Journal of The Franklin Institute》2007,344(7):954-968

From a number of ML estimators (typically unbiased) of practical interest which include the variance for a Gaussian distribution, the standard deviation for a Laplace distribution, the variance for a Rayleigh distribution and a “spread parameter” for a Cauchy distribution, we design robust estimators according to an emphasis balance between normalized performance and normalized robustness. We measure performance with inverted MSE and robustness with a differential geometric approach.  相似文献   

姜黄素类铂（Ⅱ）配合物的合成及其光学性质     

周双生  薛璇  姜渡  魏冬  田玉鹏 《安徽教育学院学报》2011,29(3):73-76

以乙醇为溶剂,用自制的姜黄素衍生物（L1~L2）和碘亚铂酸钾为原料,合成得到了两种姜黄素类铂（Ⅱ）配合物（A和B）,通过IR1、HNMR、MS和元素分析对目标化合物进行了结构表征。并对它们的紫外可见电子光谱、单、双光子荧光光谱和双光子吸收截面进行了初步地研究。  相似文献   

Intergenerational learning practices—Digital leaders in schools     

Don Passey 《Education and Information Technologies》2014,19(3):473-494

This paper explores the management and outcomes of a specific model of intergenerational learning, concerned with student digital leader support in a number of secondary schools in England. A local educational partnership set up a student digital leader project late in 2011, which aimed to develop a range of skills and outcomes for both the digital leaders themselves and for a potentially wider variety of personnel within the schools. Five schools were involved in the project. The student digital leaders shared their digital technology expertise with others with less developed skills, including teachers and managers in these schools. The study reported in this paper explored ways that the digital leader initiative was implemented, identifying and analysing outcomes and issues arising. Evidence from informants and from the analysis of benefits arising indicates that the student digital leader initiative led to a variety of positive outcomes. A key finding and conclusion is that this form of initiative has involved some students who tend not to be involved in other leadership or school-wide activities. The initiative enables these students to contribute to the community, rather than just receiving from it; students become active contributors to, as well as receivers from, the educational system.  相似文献   

Examining the requirements for an intergenerational learning game     

Teppo Räisänen  Antonia Ypsilanti  Don Ropes  Ana B. Vivas  Matti Viitala  Tuula Ijäs 《Education and Information Technologies》2014,19(3):531-547

Intergenerational learning (IGL) has been identified as a viable way to help organizations deal with the problems an ageing worker population brings with it. Information and communications technology (ICT) in its many forms can be utilized to support IGL. This paper investigates the requirements for a game that would help raise stakeholder awareness for IGL, and allow individuals to practice skills related to it. By interviewing members of the European Union (EU)-funded SILVER-project we aim to find out suitable contexts, interventions and mechanisms that allow us to design such a game. Based on the interviews we found out that the game should be easily contextualized so that it works in—or is easily adapted to—different countries and cultures. For example sports or nature could be such contexts. As for mechanisms and interventions we found out that there are many possibilities. We conclude that such a logical combination of mechanisms and interventions that support the selected context must be chosen.  相似文献   

Editorial on Intergenerational learning and digital technologies: New perspectives from research     

Don Passey 《Education and Information Technologies》2014,19(3):469-471

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Impact of accreditation on public and private universities: a comparative study     

Dattey  Kwame  Westerheijden  Don F.  Hofman  Wiecher H. Adriaan 《Tertiary Education and Management》2014,20(4):307-319

Based on two cycles of assessments for accreditation, this study assesses the differential impacts of accreditation on public and private universities in Ghana. Analysis of the evaluator reports indicates no statistically significant difference – improvement or deterioration – between the two cycles of evaluations for both types of institutions. A test comparing the two-cycle aggregated assessment scores between the two categories of universities, however, indicated a significant difference, with the public universities achieving better scores (improvements). Drawing on the evaluators’ reports and the opinions expressed by academics from both categories of institutions, the conclusion was that isomorphic pressures, largely faced by the private universities, accounted for their implementation of suggestions for improvement by the evaluators.  相似文献   

Data Sharing and Discovery: What Librarians Need to Know     

Don MacMillan 《The Journal of Academic Librarianship》2014,40(5):541-549

Drawing from the literatures of science, scholarly communication, and librarianship, this review paper describes what librarians need to know about how scientists manage and share their data. It is intended to help librarians become more engaged and integral partners in research and education. Scientific data repositories, journal data deposition policies, and the development of persistent linking between scholarly publications and data sets, have made data more accessible. However, deposition and sharing practices still vary among researchers, journal publishers, data repositories, information providers, and universities. Understanding the dynamic relationships between these stakeholders is critical to providing relevant support to researchers and students in the sciences. Librarians need to develop skills that bridge traditional liaison work with the increasingly data-driven demands of scientific research, so that we can support researchers with their data management needs and help users discover data across myriad collections and resources.  相似文献   

Reflections of change: Emerging titles and responsibilities     

Don L. Bosseau  University Librarian 《The Journal of Academic Librarianship》1996,22(6):455-456

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