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This paper outlines a rudimentary process intended to guide faculty in K-12 and higher education through the steps involved to produce video for their classes. The process comprises four steps: planning, development, delivery and reflection. Each step is infused with instructional design information intended to support the collaboration between instructional support staff and faculty to produce video that will be meaningful to students and support their success in a class. In outlining this approach, the paper also explores technological and pedagogical considerations related to each of these steps that can help faculty and staff determine how best to incorporate video into online classes. Finally, supported by research on best video practices and with examples from our own experiences as instructional designers and instructors, the paper outlines how these steps relate to four broad categories of video: introduce, model, explain/inform and feedback. 相似文献
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Leila K. Kelleher Tyson A.C. Beach David M. Frost Andrew M. Johnson James P. Dickey 《Measurement in physical education and exercise science》2018,22(2):109-115
The scoring scheme for the functional movement screen implicitly assumes that the factor structure is consistent, stable, and congruent across different populations. To determine if this is the case, we compared principal components analyses of three samples: a healthy, general population (n = 100), a group of varsity athletes (n = 101), and a group of firefighters (n = 397). The congruence of the principal components derived through these analyses were evaluated across all of the samples, using Tucker’s congruence coefficient. Factor extraction was guided by parallel analyses, and interpretation was facilitated by Varimax rotation. We observed factor instability, low factor congruence, and inconsistent factor structure. Additionally, we observed a two-factor structure of the functional movement screen in all of our sample groups. These analyses suggest that, although the independent elements of the functional movement screen may continue to be used, use of the composite score is not supported by the factor structure of the measure. 相似文献
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This paper reports an investigation into the impact of a postgraduate certificate in guidance and pupil support on the practice of its recent graduands. The Certificate is one delivered within the Postgraduate Award Scheme of Northern College. The writers' investigation showed that the course had a major impact on graduands' professional practice, particularly in their effective use of enhanced interpersonal skills and counselling approach. Given the current climate, work which demonstrates the value of training in relation to the affective area is particularly valuable. A full report of the study is available from Northern College. 相似文献
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Learning the class test 总被引：1，自引：0，他引：1
Kasanen Kati Räty Hannu Snellman Leila 《European Journal of Psychology of Education - EJPE》2003,18(1):43-58
European Journal of Psychology of Education - The class test is one of the important school practices which construct and convey to the pupils the predominant conception of ability and the related... 相似文献
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Vilhelmiina Harju Leila Pehkonen Hannele Niemi 《International Journal of Lifelong Education》2016,35(1):2-17
The article explores the role of digital media in supporting lifelong learning. In particular, it focuses on bloggers who write their blogs voluntarily in their own free time. The aim is to examine how lifelong learning—viewed as self-directed, nonformal learning and active participation that evolves from a desire for self-actualization—occurs in the processes of blogging. The data for this small-scale study were collected by qualitative email interviews. In all, 11 Finnish bloggers participated. The findings show that active participation, promoted and enabled by blogging, was actualized in both online and offline environments. It was embedded within six functions of their blogs that the bloggers mentioned: (1) learning and studying, (2) guidance and tutoring, (3) bringing new perspectives to public discussions, (4) applying expertise, (5) creating in one’s own space and at one’s own pace and (6) being part of a digital media culture. The findings indicate that blogging can promote nonformal, lifelong learning in many ways. Blogs and blogging constitute a learning environment that promotes active participation by making interesting, meaningful and enjoyable activities possible, and consequently the enthusiasm to actively learn and develop. 相似文献
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Leila Selimbegovi&#x; Mia Karabegovi&#x; Mirta Blaev Josip Buru&#x;i&#x; 《Psychology in the schools》2019,56(10):1614-1632
On the basis of the expectancy‐value theory of achievement, this paper aims to examine the relative contributions of gender‐stereotype endorsement and gender identification on expectancies for success in STEM fields. In a sample of 880 Croatian primary school pupils of approximately 12 years of age, stereotyped beliefs about gender‐appropriateness of STEM‐related professions (stereotype endorsement) and self‐perception as a typical representative of one's gender (gender identification) were first assessed. Participants also reported their expectations for success in each of the STEM‐related professions previously used for establishing stereotype endorsement. Stereotype endorsement and gender identification separately interacted with gender to predict expectancies for success in STEM‐related professions. Higher levels of stereotype endorsement and gender identification fostered stereotype‐consistent expectancies for success in STEM fields (higher expectancies for boys than for girls). Implications are discussed in terms of strategies to encourage girls to engage in STEM‐related careers. 相似文献
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This research investigated the relationship between cognitive mode of functions, school grades, behaviour problems, untidiness and impulsiveness. Right ear dominance was not significant compared to the left ear dominance in music. Music was significant when subjects were left ear (right hemisphere) dominants (REAHD) and right eye (left hemisphere) dominants (LEYHD) had better grades compared to all left eye (right hemisphere) dominants at the 0.016<0.05 level. But also (REAHD)‐(LEYHD) had even better grades when compared to left eye and left ear dominance (right hemisphere) T‐test 0.001, and also with left ear hemisphere and right eye dominance 0.024 < 0.05. Mathematics and language were not statistically significant with SOLAT and conjugated lateral eye‐movement. The OKKIE questionnaire (untidiness, impulsiveness and behaviour problems) on the whole was not statistically significant, but the right hemisphere dominants were the only ones who scored the highest in many questions from the OKKIE questionnaire in behaviour problems and impulsiv‐ity either with SOLAT or lateral eye‐movement test from the 0.0569 to 0.0900 level, and thinking loud was significant to the 0.05 level. When the subjects were regrouped — left with SOLAT and right with conjugated lateral eye‐movement, and right with SOLAT and integrated with conjugated lateral eye‐movement — the mean scores were meaningful in religion and music. In technical/manual work, they had the worst mean scores compared to other combinations. 相似文献
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Leila Sadeghmoghadam Sahar Ahmadi Babadi Ali Delshad Noghabi Shima Nazari 《Educational gerontology》2013,39(7):476-482
Background and purpose: The perception of aging is one of the independent predictors of functional disability and mortality in the aged ones, this study was conducted to compare the follow-up of a training program with the use of two in-person and telenursing methods on the perception of aging of the elderly, covered by the comprehensive health centers in Ahvaz city.Materials and Methods: This quasi-experimental study involved systematic random sampling conducted on 60 elderly persons (aged 60–75 years) who were referred to in Ahvaz. A training program was conducted for all elderly persons for 3 weeks (three sessions per week), which was accompanied with 2 months of six follow-ups for the telephonic follow-up group (Tele-nursing), and two follow-ups for in-person follow-up group. The data were collected with the use of demographic form, Abbreviated Mental Test (AMT), and The Brief Aging Perceptions Questionnaire (B-APQ). Elderly completed the questionnaire at the beginning of the study and 8 weeks later. The data were subsequently analyzed with SPSS software; and P values less than 0.05 were considered significant.Results: Based on the results, the mean score of perception of aging increased in the study groups after the intervention. This increase was statistically significant only in the intervention group.Discussion and Conclusion: The telephonic follow-up was more effective on Increasing the perception of aging compared with the in-person follow-up. Therefore, using this method is recommended for the elderly. 相似文献