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Claus Witfelt Poul Erik Philipsen Birte Kaiser 《Education and Information Technologies》2002,7(4):343-349
The paper reportsdocuments our experiences using chat as a medium for exams in a so-called flexible education. The type of education is adult learning and planning of education. The experiences show some interesting results. It is a very different way of communicating, which leaves a new level of initiative and control to the student. A new way of assessment has qualified the study process, and this work has examined one way to do virtual assessment. 相似文献
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Birte Ravn 《Journal of Educational Change》2002,3(3-4):241-263
The article is based on findings from acomparative study of pupil experience ofsecondary schooling in England, France andDenmark 1998–2001. The research highlights andprovides evidence for the significance ofunderstanding the socio-cultural context inwhich learning takes place to qualify andvalidate inquiry on educational change. Thearticle will point out and exemplify some ofthese aspects. 相似文献
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This study analyzes the interpretive repertoires used by public relations (PR) advisors of Dutch politicians to describe their relations with talk show journalists. A qualitative analysis of semi-structured interviews revealed that the dominant repertoires come from the realm of play. PR advisors downplay the power struggle to position politicians on talk shows as a competitive game while at the same time they legitimize their close relationships with journalists with another play metaphor, the rehearsed stage play. Moreover, comparing politicians’ appearances on talk shows with stage performances gives them the opportunity to brush aside the contradiction between their extensive pre-broadcast preparations and the authentic appearance they attempt to emulate. Studying the interpretive repertoires of advisors working in PR and how they fruitfully combine the elements of struggle and cooperation sheds light on the structures and strategies that define journalist–source relationships. It provides insights into how PR advisors perceive and enact their own role, which often goes unnoticed both in research and by the general public. 相似文献
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Zusammenfassung Im Rahmen einer berufsorientierten Hochschulausbildung sollte das studienintegrierte Praktikum eigentlich eine zentrale Rolle
spielen. Allerdings zeigt sich, dass das Praktikum weder in aktuellen Debatten zur Hochschulreform thematisiert wird noch
ein eigenst?ndiger Gegenstand von Hochschulforschung ist. An diesem doppelten Defizit setzt der folgende Beitrag an, in dessen
Mittelpunkt empirische Befunde aus einer Untersuchung zum studentischen Umgang mit dem Praktikum in den beiden Studienf?chern
Diplom-P?dagogik und Humanmedizin stehen. Unter der Frage, wie Studierende ihre au?eruniversit?r stattfindenden und selbst
zu organisierenden Praktika deuten, wurden nicht nur zwei gro?e Handlungsprobleme identifiziert, auf die Studierende im Zusammenhang
mit der Verpflichtung zum Praktikum treffen (übergang vom Studium ins Praktikum; Gestaltungszumutung), sondern auch die Deutungsmuster
rekonstruiert, auf die sie zur L?sung dieser Handlungsprobleme zurückgreifen. Die Studie zeigt, dass das Praktikum von Studierenden
trotz bestehender Vorgaben relativ autonom und in vielf?ltiger Weise, orientiert an Studium, Beruf, Biographie und Lebenswelt,
angeeignet wird und innerhalb des Studiums nicht nur einen besonderen Lern-und Erfahrungsraum, sondern auch einen Ort der
Bildung darstellt. Angesichts von Hochschulreformen, in denen dieser Bildungsgedanke zunehmend zu verschwinden droht, pl?diert
der Beitrag dafür, derartige Freir?ume für selbstbestimmtes und kreatives Handeln zu erhalten und die Aneignungsleistungen
der in der Hochschule agierendenden Individuen im Rahmen von Hochschulplanung künftig st?rker zu berücksichtigen.
Summary Internship as open space An integrated internship should actually play a central role within the framework of a vocationally-oriented higher education. However, it must be observed that internships are neither a topic of current reform debates nor a specific object of higher education research. This contribution starts out from this double deficit and focuses on empirical results from an investigation into how students view internships in two courses — pedagogy and human medicine. On the basis of the question of how students perceive their internships, which occur outside of the university and are organized by themselves, two significant problems which students have to cope with are identified (transition between studies to internship; obligation to self-motivation), and implicit patterns of construction may be investigated, which reflect the solutions to these problems. The study shows that despite formal expectations, internships are often approached in an autonomous and multifarious way, and reflect course of study, job, biography and life-world. Therefore their position within a course should not simply be seen as a particular space for learning and accumulated experience, but also as a general place of personal development (Bildung). In the face of higher education reform in which the disappearance of Bildung is a serious threat, this contribution argues that such open spaces for self-determined and creative action should be maintained and recognized more explicitly in future higher education planning.相似文献
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