Inquiry-based learning and technology—supporting institutional TEL within one pedagogical context     

Sabine Little 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(3):422-432

Following the establishment of Centres for Excellence in Teaching and Learning in England and Northern Ireland in 2005, several institutions have used these to pursue specific pedagogical approaches at a strategic level, in line with and building on existing institutional strategic thinking. Technology-enhanced learning is often one of the vehicles to implement these pedagogical approaches, leading to institution-wide attempts to identify and support suitable technologies. This paper discusses the role of the educational developer in this process and what impact this particular role might have at strategic level, bearing in mind the numerous simultaneous developments that take place in an institution at any one time.  相似文献   

Organic patinas on Renaissance and Baroque bronzes–Interpretation of compositions of the original patination by using a set of simulated varnished bronze coupons     

Vclav Pitthard  Richard Stone  Sabine Stanek  Martina Griesser  Claudia-Kryza-Gersch  Helene Hanzer 《Journal of Cultural Heritage》2011,12(1):44-53

  相似文献   

Designing and teaching the executive MBA in new media and communication ‐ A project report     

Peter Glotz  Sabine Seufert  Günter Hack 《媒体管理杂志》2013,15(2):120-129

  相似文献   

Cortisol levels of caregivers in child care centers as related to the quality of their caregiving     

Elles J. de Schipper  J. Marianne Riksen-Walraven  Sabine A.E. Geurts  Carolina de Weerth 《Early childhood research quarterly》2009

The present study examined whether stress in professional caregivers – as reflected in salivary cortisol levels – is related to the quality of their caregiving behavior. The 221 professional female caregivers in 64 child care centers were observed in three different situations and saliva samples were taken three times during the morning. Results showed that higher levels of cortisol, particularly at the beginning of the workday, predicted lower-quality caregiver behavior beyond the contribution of three other predictors, namely a higher self-reported physical workload, more children under age two in the care group, and lower caregiver age. Contrary to the expectation, higher cortisol levels did not mediate the relation between higher self-reported physical workload and more children under age two on the one hand and lower-quality caregiving behavior on the other.  相似文献   

Developing and evaluating a strategy for learning from animations     

Uwe Kombartzky  Rolf Ploetzner  Sabine Schlag  Berthold Metz 《Learning and Instruction》2010,20(5):424-433

Based on current theories of multimedia learning, we propose a strategy for learning from animations. Two different experimental studies were conducted in order to evaluate the strategy. In the first study, 22 sixth graders learned from an animation without the strategy while 21 students were encouraged to make use of the proposed strategy during learning; use of the strategy was not monitored. The students who were encouraged to take advantage of the strategy learned significantly more than the students who were not asked to do so. In the second study, three groups of sixth graders were investigated. The first group consisted of 49 students who learned from an animation without the strategy. The second group consisted of 52 students who were encouraged to make use of the strategy during learning; but use of the strategy was not monitored. The third group consisted of 53 students who were also encouraged to make use of the strategy during learning and their use of the strategy was monitored. The results of the second study replicated the findings of the first study. Furthermore, learning was most successful when the students' use of the learning strategy was monitored.  相似文献   

Steuerung von überg?ngen im Unterricht     

Prof. Dr. Felicitas Thiel  Dipl.-Psych. Sabine G. Richter  Dr. Diemut Ophardt 《Zeitschrift für Erziehungswissenschaft》2012,15(4):727-752

Classroom management is one of the most important factors regarding the quality of teaching, because effective classroom management contributes to maximizing time on task. In an expert-novice study, strategies and interventions of effective classroom management were explored. Videotaped lessons of eleven experts and six novice teachers were analyzed comparatively, sequence by sequence. The study focused on transitions between seatwork or groupwork and two-way-presentations. The results strengthen the hypothesis that experts?? performance differs significantly from the performance of novices. Experts not only notice students?? difficulties in following the program of action at an early stage, but they also use many different strategies and interventions to direct the activity flow continuously and to activate the whole class. In comparison, novices often disrupt the timeflow themselves, they focus their attention selectively on parts of the class, and they are more prone to becoming absorbed when interacting with single students. An important aspect of experts?? competence is that they are able to intertwine single interventions. To put it another way: experts orchestrate their interventions virtuously.  相似文献   

Non-verbal behavior of children who disclose or do not disclose child abuse in investigative interviews     

Katz C  Hershkowitz I  Malloy LC  Lamb ME  Atabaki A  Spindler S 《Child abuse & neglect》2012,36(1):12-20

  相似文献   

Students’ reasoning about electricity: combining performance assessments with argumentation analysis     

Sabine Gerstner  Franz X. Bogner 《International Journal of Science Education》2013,35(7):849-870

Our study monitored the cognitive and motivational effects within different educational instruction schemes: On the one hand, teacher‐centred versus hands‐on instruction; on the other hand, hands‐on instruction with and without a knowledge consolidation phase (concept mapping). All the instructions dealt with the same content. For all participants, the hands‐on approach as well as the concept mapping adaptation were totally new. Our hands‐on approach followed instruction based on “learning at work stations”. A total of 397 high‐achieving fifth graders participated in our study. We used a pre‐test, post‐test, retention test design both to detect students' short‐term learning success and long‐term learning success, and to document their decrease rates of newly acquired knowledge. Additionally, we monitored intrinsic motivation. Although the teacher‐centred approach provided higher short‐term learning success, hands‐on instruction resulted in relatively lower decrease rates. However, after six weeks, all students reached similar levels of newly acquired knowledge. Nevertheless, concept mapping as a knowledge consolidation phase positively affected short‐term increase in knowledge. Regularly placed in instruction, it might increase long‐term retention rates. Scores of interest, perceived competence and perceived choice were very high in all the instructional schemes.  相似文献   

Teacher facilitation support in ubiquitous learning environments     

Alex Mottus  Kinshuk  Nian-Shing Chen  Sabine Graf  Ahmed Aldraiweesh 《Technology, Pedagogy and Education》2013,22(5):549-570

ABSTRACT

Teacher support for students in ubiquitous learning environments is challenging owing to physical distance and a lack of reliable real-time multimedia-rich communication. This is further complicated because the learning process is dynamic and problems need quick resolution. Given these challenges, this study proposes an architecture for a teacher facilitation support system. The system was implemented in the form of an interactive teacher dashboard. The interface also generates possible solutions to learning challenges while leaving the ultimate decision up to the teacher. The system feasibility was tested by work-through scenarios designed and validated by two experts. The system usability was evaluated using the System Usability Scale by 40 potential users. The ?ndings revealed that the dashboard has good feasibility and usability for providing teachers relevant information about their students’ learning progress in ubiquitous learning environments. It also enabled opportunity for pedagogical intervention when needed.  相似文献   

Training load characteristics and injury and illness risk identification in elite youth ski racing: A prospective study     

Carolin Hildebrandt  Renate Oberhoffer  Christian Raschner  Erich Müller  Christian Fink  Lisa Steidl-Müller 《运动与健康科学(英文)》2021,10(2):230

PurposeThe study aimed to investigate the role of training load characteristics and injury and illness risk in youth ski racing.MethodsThe training load characteristics as well as traumatic injuries, overuse injuries, and illnesses of 91 elite youth ski racers (age = 12.1 ± 1.3 years, mean ± SD) were prospectively recorded over a period of 1 season by using a sport-specific online database. Multiple linear regression analyses were performed to monitor the influence of training load on injuries and illnesses. Differences in mean training load characteristics between preseason, in-season, and post-season were calculated using multivariate analyses of variance.ResultsDifferences were discovered in the number of weekly training sessions (p = 0.005) between pre-season (4.97 ± 1.57) and post-season (3.24 ± 0.71), in the mean training volume (p = 0.022) between in-season (865.8 ± 197.8 min) and post-season (497.0 ± 225.5 min) and in the mean weekly training intensity (Index) (p = 0.012) between in-season (11.7 ± 1.8) and post-season (8.9 ± 1.7). A total of 185 medical problems were reported (41 traumatic injuries, 12 overuse injuries, and 132 illnesses). The weekly training volume and training intensity was not a significant risk factor for injuries (p > 0.05). Training intensity was found to be a significant risk factor for illnesses in the same week (β = 0.348; p = 0.044; R² = 0.121) and training volume represents a risk factor for illnesses in the following week (β = 0.397; p = 0.027; R² = 0.157).ConclusionA higher training intensity and volume were associated with increased illnesses, but not with a higher risk of injury. Monitoring training and ensuring appropriate progression of training load between weeks may decrease incidents of illness in-season.  相似文献