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1.
Fiorella De Cindio Oliverio Gentile Philip Grew Daniela Redolfi 《The Information Society》2003,19(5):395-406
This article investigates the intertwining relationships between the Gemeinschaft and the Gesellschaft dimension of a community network (CN)—that is, of a virtual community whose members' common interest is a locality, in our case the city of Milan, Italy. The article looks through the experience of the last 7 years of life on RCM—the Milan Community Network—to reflect on the role that the sharing of rules of behavior has on the evolution of social structure in a virtual community. It identifies three phases of development—the design phase, the first growth phase, and the most recent phase—and presents the social structure set up to guarantee governance of the CN. The conclusions show that the third phase is not an actual stable state, as the continuous evolution of the societal and technological context requires continuous redesign of the CN itself in order to meet the renewed demands of a new context. 相似文献
2.
Fiorella Foscarini 《Archival Science》2012,12(4):389-409
This paper investigates the relationship between diplomatics and genre theory and suggests that the concepts, methods, and philosophical underpinnings involved in both disciplines be combined for the purpose of achieving a fuller understanding of contemporary communicative actions (of which documents constitute a subset) and their broader context. The situated approach and dynamism characterizing the North American school of rhetorical genre studies, including its emphasis on the socially constructed nature of cultural artifacts, provide insights that appear particularly useful to enhance diplomatics’ exploratory and explanatory power. Through a critical examination of the “building blocks” of diplomatics, the paper aims at demonstrating that, in order to continue to be relevant as a method of inquiry, diplomatics needs to move beyond the abstract identification of the enduring components of the documentary universe as a closed system and embrace a more nuanced and inclusive understanding of the social context that shapes, and is shaped by, our communicative actions. As the dialogue between the two disciplines under consideration is supposed to be mutually beneficial, potential contributions of the “science of the diploma” to genre theory are also explored. 相似文献
3.
The purpose of this study was to explore the hypothesis that learning is enhanced through the act of teaching others. Specifically, two experiments aimed to disentangle the relative effects of teaching expectancy (i.e., preparing to teach) and actually teaching (i.e., explaining to others for instructional purposes) on learning. Some participants studied a lesson on the Doppler Effect without the expectation of later teaching the material and then took a comprehension test on the material (control group). Other students studied the same lesson with instructions that they would later teach the material; of those expecting to teach, some participants actually taught the material by presenting a brief video-recorded lecture before being tested (teaching group), whereas others only prepared to teach before being tested (preparation group). Results of Experiment 1 indicated that both the preparation group and teaching group significantly outperformed the control group on an immediate comprehension test (Teaching vs. Control: d = 0.82; Preparation vs. Control: d = 0.59). However, when the same test was given following a one-week delay (Experiment 2), only the teaching group significantly outperformed the control group (Teaching vs. Control: d = 0.79; Preparation vs. Control: d = 0.24). Overall, these findings suggest that when students actually teach the content of a lesson, they develop a deeper and more persistent understanding of the material than from solely preparing to teach. 相似文献
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5.
Castro-Alonso Juan C. de Koning Bjorn B. Fiorella Logan Paas Fred 《Educational Psychology Review》2021,33(4):1379-1407
Educational Psychology Review - Researchers of cognitive load theory and the cognitive theory of multimedia learning have identified several strategies to optimize instructional materials. In this... 相似文献
6.
Educational Psychology Review - Generative learning involves actively making sense of to-be-learned information by mentally reorganizing and integrating it with one’s prior knowledge, thereby... 相似文献
7.
Logan Fiorella Jennifer J. Vogel-Walcutt Sae Schatz 《Educational technology research and development : ETR & D》2012,60(2):223-238
Effectively presenting complex material is a crucial component of instructional design within simulation-based training (SBT)
environments. One approach to facilitate the acquisition of higher-order knowledge is to embed instructional strategies within
the systems themselves. Currently, however, there are few established guidelines to inform developers how best to implement
such strategies. In response, this study aims to explore the presentation of one such strategy—feedback—during SBT of a complex
decision-making task. Specifically, this study extends past research on the modality principle of multimedia learning by comparing
the use of spoken- versus printed-text real-time feedback in an SBT environment. During two primarily visual training scenarios,
participants received spoken-text (Spoken Group), printed-text (Printed Group), or no feedback (Control Group) based on their
performance. Results indicated that the Spoken Group demonstrated greater decision-making performance during training and
assessment compared to the Printed Group. These findings are consistent with those of past research and suggest that the modality
principle can be extended to the presentation of real-time feedback during SBT of higher-order cognitive skills. 相似文献
8.
Fiorella Foscarini 《Archival Science》2010,10(4):389-407
Current records management methodologies and practices suffer from an inadequate understanding of the ‘human activity systems’
where records managers operate as ‘mediators’ between a number of complex and interacting factors. Although the records management
and archival literature recognizes that managing the active life of the records is fundamental to their survival as meaningful
evidence of activities, the context where the records are made, captured, used, and selectively retained is not explored in
depth. In particular, the various standards, models, and functional requirement lists, which occupy a vast portion of that
literature, especially in relation to electronic records, do not seem to be capable of framing records-related ‘problems’
in ways that account for their dynamic and multiform nature. This paper introduces the idea that alternative, ‘softer’ approaches to the analysis of organizational functions, structures, agents, and artifacts may usefully complement the ‘hard’, engineering-like approaches typically drawn on by information and records specialists. Three interrelated theoretical and
methodological frameworks—namely, Soft Systems Methodology, Adaptive Structuration Theory, and Genre Theory—are discussed,
with the purpose of highlighting their contributions to our understanding of the records context. 相似文献
9.
Learning by drawing can be an effective strategy for supporting science text comprehension. However, drawing can also be cognitively demanding and time consuming, and students may not create quality drawings without sufficient guidance. Furthermore, evidence for drawing is often based on comparisons to weak control conditions, such as students who only read the text without provided illustrations. In this review, we synthesize past research to help draw boundary conditions for learning by drawing, focusing on the role of comparison conditions and drawing guidance. First, we analyze how drawing compares to each of four control conditions: reading only, text-focused strategies (e.g., summarizing), other model-focused strategies (e.g., imagining), or viewing instructor-provided illustrations. Next, we distinguish among four levels of drawing guidance: minimal guidance, drawing training, partially provided illustrations, and comparison to instructor-provided illustrations. Our findings indicate that when compared to only reading the text or using text-focused strategies, creating drawings is consistently more effective at fostering comprehension and transfer, regardless of the level of drawing guidance provided. However, when compared to other model-focused strategies or to viewing instructor-provided illustrations, effects of creating drawings are mixed and may depend on the level of drawing guidance provided, among other factors. We discuss the theoretical and practical considerations of our findings and suggest several directions for broadening research on drawing. 相似文献
10.
The present study examined the role of preparing to teach (i.e., teaching expectancy) and actually teaching (i.e., explaining to others) on immediate and long-term learning. In Experiment 1, participants studied a base version or an enhanced version of a paper-based lesson on how the Doppler Effect works with the expectation of taking a test on the material or with the expectation of teaching the material by providing a video-recorded lecture. Results indicated that those who prepared to teach (without actually teaching) outperformed those who prepared for a test on an immediate comprehension test (i.e., a teaching expectancy effect; d = .55), regardless of the format of the lesson. In Experiment 2, participants studied while expecting to be tested or expecting to teach the material; some then actually did teach the material by providing a video-recorded lecture, whereas others received additional study time. Results indicated that those who actually taught the material outperformed those who did not teach on a delayed comprehension test (i.e., a teaching effect; d = .56), though this effect was strongest for those who also prepared to teach. Overall, these findings are consistent with the idea that preparing to teach results in short-term learning gains, whereas the act of teaching (i.e., by explaining the material to others) coupled with preparing to teach is important for long-term learning. 相似文献