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A new Moodle module supporting 普通类
This work describes a new Moodle module developed to give support to the practical content of a basic computer organization course. This module goes beyond the mere hosting of resources and assignments. It makes use of an automatic checking and verification engine that works on the VHDL designs submitted by the students. The module automatically keeps up to date information about their state, and significantly reduces the overload that a continuous assessment demands to the teacher. Additionally, this new module is oriented to promote a collaborative teamwork allowing to define student teams in a more operative way than built-in Moodle groups. The module has been designed according to the Moodle philosophy and its application can be extended to other similar subjects.
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Gender differences in computer attitudes 普通类
The dearth of women in technology and ICT-related fields continues to be a topic of interest for both the scientific community and decision-makers. Research on attitudes towards computers proves that women display more negative computer attitudes than men and also make less intense use of technology and computers than their male counterparts. For this reason, the main aims of this study are threefold. Firstly, to analyze the existence of gender differences in three dimensions of computer attitudes in a group of 550 secondary students in Spain (mean of age = 15 years old; SD = 1.73). Secondly, to study the moderating influence of a group of contextual variables on those gender differences in computer attitudes. And thirdly, to examine the predictive role of computer attitudes on the intention to pursue technology-related occupations. Some of the analyses of variance carried out show more positive computer attitudes in boys than in girls. These differences are more salient among students coming from rural areas and the upper social class, who are also enrolled in the domain of technology in secondary education, and whose mothers have no occupation outside the home. Finally, simple logistic regressions were carried out in order to prove that all dimensions of computer attitudes predict the enrollment intentions to pursue technology-related occupations. Nonetheless, gender only moderates the relationship between the cognitive dimension of computer attitudes and the enrollment intentions to pursue technology-related occupations.
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A proof of concept 普通类
Earlier studies have suggested that higher education institutions could harness the predictive power of Learning Management System (LMS) data to develop reporting tools that identify at-risk students and allow for more timely pedagogical interventions. This paper confirms and extends this proposition by providing data from an international research project investigating which student online activities accurately predict academic achievement. Analysis of LMS tracking data from a Blackboard Vista-supported course identified 15 variables demonstrating a significant simple correlation with student final grade. Regression modelling generated a best-fit predictive model for this course which incorporates key variables such as total number of discussion messages posted, total number of mail messages sent, and total number of assessments completed and which explains more than 30% of the variation in student final grade. Logistic modelling demonstrated the predictive power of this model, which correctly identified 81% of students who achieved a failing grade. Moreover, network analysis of course discussion forums afforded insight into the development of the student learning community by identifying disconnected students, patterns of student-to-student communication, and instructor positioning within the network. This study affirms that pedagogically meaningful information can be extracted from LMS-generated student tracking data, and discusses how these findings are informing the development of a customizable dashboard-like reporting tool for educators that will extract and visualize real-time data on student engagement and likelihood of success.
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Extending the TAM model to explore 普通类
Abstract An online learning community enables learners to access up-to-date information via the Internet anytime–anywhere because of the ubiquity of the World Wide Web (WWW). Students can also interact with one another during the learning process. Hence, researchers want to determine whether such interaction produces learning synergy in an online learning community. In this paper, we take the Technology Acceptance Model as a foundation and extend the external variables as well as the Perceived Variables as our model and propose a number of hypotheses. A total of 436 Taiwanese senior high school students participated in this research, and the online learning community focused on learning English. The research results show that all the hypotheses are supported, which indicates that the extended variables can effectively predict whether users will adopt an online learning community. Finally, we discuss the implications of our findings for the future development of online English learning communities.
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Learning in digital worlds A view from CAL09 普通类
Learning in digital worlds: A view from CAL09
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Exploring creative thinking in graphically 普通类
This paper reports on an aspect of the EC funded Argunaut project which researched and developed awareness tools for moderators of online dialogues. In this study we report on an investigation into the nature of creative thinking in online dialogues and whether or not this creative thinking can be coded for and recognized automatically such that moderators can be alerted when creative thinking is occurring or when it has not occurred after a period of time. We outline a dialogic theory of creativity, as the emergence of new perspectives from the interplay of voices, and the testing of this theory using a range of methods including a coding scheme which combined coding for creative thinking with more established codes for critical thinking, artificial intelligence pattern-matching techniques to see if our codes could be read automatically from maps and ‘key event recall’ interviews to explore the experience of participants. Our findings are that: (1) the emergence of new perspectives in a graphical dialogue map can be recognized by our coding scheme supported by a machine pattern-matching algorithm in a way that can be used to provide awareness indicators for moderators; (2) that the trigger events leading to the emergence of new perspectives in the online dialogues studied were most commonly disagreements and (3) the spatial representation of messages in a graphically mediated synchronous dialogue environment such as Digalo may offer more affordance for creativity than the much more common scrolling text chat environments. All these findings support the usefulness of our new account of creativity in online dialogues based on dialogic theory and demonstrate that this account can be operationalised through machine coding in a way that can be turned into alerts for moderators.
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The role of physical representations 普通类
This research aims to explore the role of physical representations in young children’s numerical learning then identify the benefits of using a graphical interface in order to understand the potential for developing interactive technologies in this domain. Three studies are reported that examined the effect of using physical representations (blocks) on children’s (aged 4–8 years) strategies in a numerical partitioning task. The first study describes the role of certain perceptual and manipulative properties of the physical materials, comparing performance with paper and no materials conditions. The study demonstrated an advantage for physical materials and identified a key property reflecting strategies: whether blocks were moved individually or as a group. This finding was investigated in the second study by comparing strategies when children were asked to constrain movements to one block at a time. Significant differences were found in strategies used although differences were reduced by children moving individual blocks quickly in succession using both hands. The final study examined the effect of constraining manipulation using a graphical user interface, where on screen squares could only be moved individually. As predicted, significant differences were found for strategies used between physical and virtual conditions. The findings suggest that differences in the manipulative properties of interfaces may affect children’s numerical strategies and are discussed with respect to the design of effective interactive technologies in this domain.
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Not all wizards are from Oz 普通类
Abstract This paper presents a methodology for the design of intelligent learning environments. We recognise that in the educational technology field, theory development and system-design should be integrated and rely on an iterative process that addresses: (a) the difficulty to elicit precise, concise, and operationalised knowledge from ‘experts’ and (b) the crucial differences between the communication modalities that experts can relate to, and those that are available to a computer-based system. Inspired by the well-known wizard-of-Oz methodology we discuss the need for characterising and carefully controlling the range of its possible variations. We refer to our approach as ‘tapering’ of the communication capacity of carefully engineered didactical situations and present its application, and a case study from our work with an exploratory environment. We then discuss the generality of the methodology and pragmatic constraints which can be useful in similar research.
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Cognitive learning efficiency 普通类
Nowadays we need to teach students how to become flexible problem solvers in a dynamic world. The pace in which technology changes and complexity increases requires increased efficiency in learning and understanding. This requires the engineers of tomorrow to quickly gain knowledge and insight outside their prime area of expertise. To transfer practical, how-to knowledge, to re-use design solutions and to teach students design solutions in the context of a specific domain, design patterns can be used. Design patterns offer a way to transfer knowledge that is more practical and ‘ready for use’ than a generic theory-based transfer of knowledge. However, the advantage of design patterns might go beyond re-use, design efficiency and flexibility. This paper argues that in addition to the benefits described above, there is a specific added value for the use of design patterns by students to acquire design skills and domain knowledge. To analyze this proposition we will analyze the literature on cognitive load and cognitive learning processes, and relate this to experiences from three case studies in which novices and experts were offered design patterns to develop and implement systems and processes. We will reflect on implications of the use of design patterns in computer-based teaching as well as on a potential support tool to improve the accessibility of pattern languages.
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Layered learning design 普通类
The use of ICT to enhance teaching and learning depends on effective design, which operates at many levels of granularity from the small to the very large. This reflects the range of educational problems from course design down to the design of activities focused on specific learning objectives. For maximum impact these layers of design need to be co-ordinated effectively. This paper delineates a reference model of ‘layered learning design’ where designs at one layer should use and incorporate designs from lower (more specific) layers in elegant and powerful ways. This would allow different designers, or tutors, to focus on different levels of abstraction in the learning design process, and to collaborate in combining designs to make a substantial impact on practice. The paper first delineates a model of the different layers of learning design. These layers range from the strategic structuring of learning activity (to achieve high-level goals) down to the design for basic learning activities. The paper then tackles the issue of the integration of this model with a major ‘aggregation’ model for learning objects. The essential insight is that learning objects should be viewed as instances of learning designs. This leads to a combined reference model where there is a correspondence between learning designs and learning object types at each layer. Finally, the paper applies the combined model to map some major contributions to learning design research and development.