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Design of blended training for transfer 普通类
Blended learning, mixing online and face-to-face learning modes, has been increasingly adopted in training with the expectation that it will help solve transfer problems and will lend other educational benefits.While there is a set of knowledge about design for facilitating transfer, it has not been investigated in a blended environment context. In response, this study investigated training design related factors that facilitated and hindered transfer in a blendedtraining context. The case program was a 6-week management leadership development program offered by a corporate university in Korea. Both facilitating and hindering design factors at each learning node were investigated by conducting a literature review, document analyses, focus group interviews, one-on-one interviews and an online survey. In addition to descriptive analysis, a smaller number of factors were drawn as salient design factors having predictability for transfer by using stepwise multiple regression. For the online module, the facilitating factors in ‘demonstration’ and ‘activation’ were best predictors for transfer.As a predictor among the hindering factors in the online module, the factors in ‘demonstration’ were yielded. For the off-line module, the factors in ‘application’ were drawn as predictor factors. However, no single hindering variable resulted from the multiple regressions related to this module. By integrating the descriptive and predictive statistical analysis with qualitative data analysis, specific design guidelines for blended training to ensure transfer were presented.
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Enhancing instructional design efficiency 普通类
Instructional systems design (ISD) has been frequently criticised as taking too long to implement, calling for a reduction in cycle time—the time that elapses between project initiation and delivery. While instructional design research has historically focused on increasing learner efficiencies, the study of what instructional designers do to increase efficiency during the design of instruction, including web-based training, has not yet been fully examined. The purpose of this qualitative developmental studywas to identify and understand the methodologies used by experienced instructional designers to increase the efficiency of the instructional design process. Data were gathered from 11 instructional designers working within two business and industry consulting firms that provide learning solutions to global clients. Results revealed 47 efficiency methodologies found within the four categories of design model, instructional design team member roles, instructional design processes and instructional design tools. Additionally, 14 supporting instructional designer competencies were found within the category of instructional designer knowledge, skills and attitudes.
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Leveraging mobile technology 普通类
Over the next 10 years, we anticipate that personal, portable, wirelessly networked technologies will become ubiquitous in the lives of learners—indeed, in many countries, this is already a reality. We see that ready-to-hand access creates the potential for a new phase in the evolution of technology-enhanced learning, characterised by ‘seamless learning spaces’ and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. The challenge is to enable learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other. In this paper, we review the potential of mobile learning research for designing seamless learning environments that can bridge both formal and informal learning, present a research agenda and discuss important methodological issues that concern research into formal and informal learning.
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Editorial 普通类
Editorial
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What are the pedagogical benefits 普通类
The purpose of this study was to investigate the efficacy of audio–visual synchrony in podcasting and its possible pedagogical benefits. ‘Synchrony’ in this study refers to the simultaneous playback of audio and video data streams, so that the transitions between presentation slides occur at “lecturer chosen” points in the audio commentary. Manufacturers of lecture recording software (e.g. ProfCast) would have us believe that the synchrony of image and audio should improve the learning experience. We have yet to see in the literature any empirical evidence to support this hypothesis. In our study, 90 participants in two groups undertook two electronic lectures (e-lectures) on two separate topics, the subject matter of neither was familiar to them beforehand. Each group experienced one “synchronous” presentation (e-lecture) of one of the topics, and one “separate” presentation (i.e. PowerPoint and audio files separately presented) of the other topic. Each group therefore experienced both “synchronous” and “separate” delivery and they were then given an MCQ test that assessed five levels of Bloom’s taxonomy. Results show no differences in innate ability between the two groups but the evidence supported our primary hypothesis in that statistically significantly higher test scores were seen when participants viewed a synchronous e-lecture; these scores were accounted for by subjects’ performance at three of the five levels of Bloom’s taxonomy. Qualitative ‘attitude’ survey results also displayed participant preference towards the synchronous over the asynchronous mode of delivery, and in spite of general acceptance of the proposed benefits of electronic proceedings, a majority preference towards traditional rather than electronic lectures. Despite this conservatism, this paper explores in more detail the potential benefits of podcasting via synchronous PowerPoint and voice.
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Learning teamwork skills in university 普通类
University courses about computer programming usually seek to provide students not only with technical knowledge, but also with the skills required to work in real-life software projects. Nowadays, the development of software applications requires the coordinated efforts of the members of one or more teams. Therefore, it is important for software professionals to master the sort of skills that assure the success of teamwork, such as communication, leadership, negotiation, or team management. However, these abilities are difficult to teach, one of the reasons being that they require true commitment from the students. However, today students are taking a more and more passive role in their own education, two of the more evident consequences being the increase in dropout rates and the decrease in marks obtained in exams. The NUCLEO e-learning framework has been designed to promote the effective acquisition of teamwork skills and, at the same time, to promote the more active participation of the students in their own learning process. NUCLEO adopts a socio-constructivist pedagogical approach that pursues the development of communities of practice for Problem Based Learning. Our research has rooted the design decisions of NUCLEO in the analysis of its socio-cultural environment with Activity Theory, which considers conflicts within groups as the impetus of their evolution and the forges of their environments. This paper presents the analysis of the main features of NUCLEO according to Activity Theory, as well as the experimental results obtained with the framework in three different case studies in university courses.
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Reconceptualising the curriculum 普通类
The Internet is increasingly being used as a tool for communicating and learning in primary schools across many developed and developing countries. The place of social chat as part of online interactions has as yet not been fully recognised as an important component of learning. In this paper, the interactions of students in a Sydney primary school are examined focusing on the role that social chat plays as part of the online learning process. Here it is found that social chat allows for the development of related skills and knowledge and is an important precursor to more formal learning opportunities and as such, should be considered as an important part of the learning process. Such a consideration has implications for the way the curriculum is designed, implemented and assessed.
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Sources and nature of secondary school 普通类
Teachers’ knowledge of computer-related ergonomics in education will have an effect on the learning process and the work practices of their students. However little is known about teacher education in this area. The study aimed to investigate the sources and nature of secondary school teachers’ education about computer-related ergonomics. It also investigated the use of computers by secondary school children. The study included all secondary schools in the Republic of Ireland. The findings suggest that computers are widely available and are used frequently by students and teachers. However, there is evidence that teachers are not receiving information on computer-related ergonomics. Teachers were generally dissatisfied with this and would welcome information on the subject. The study discusses the implications of the findings and makes recommendations to meet the needs of the teachers.
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Parallax cues in the design of graphics 普通类
The explanation of certain 3D concepts is based on 2D drawings. These drawings should contain certain depth cues, such as perspective and overlapping. Until recently, parallax has not been used as a depth cue. Nevertheless, new technologies allow it to be incorporated. This forms the background to our study of the design of interactive educational resources and stereoscopic graphics. The results obtained demonstrate that (1) the use of parallax cues improves the interpretation of the figures and (2) that the assistance they afford is most appreciated by the students with less highly developed spatial perception.
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A constructivist computational tool 普通类
In constructivist principles, learning is a process in which individuals construct knowledge. Research in Mathematics Education looks for ways to make mathematics education less dry and more attractive. When solving polynomial equations of the first degree, it is very common for teachers to work with the mistaken idea of “changing the sign” when “moving” the member. To minimize this problem, a balance can be used to illustrate the idea of equilibrium and also properties of equality. The objectives of this study were (1) develop a computational tool to replace a conventional balance in practical mathematics exercises thereby solving two material challenges for Brazilian teachers: verifying the accuracy of balances and the lack of student physical and social activity through direct participation; (2) determine how substituting the conventional balance with a computational tool for the solution of first degree polynomial equations affected the aspects inherent in the learning process like motivation, cooperation, dialogue, discussion, reflection, reciprocity, negotiation and responsibility. The results indicate that the cognitive computational tool met the challenges of Brazilian teachers. First, because it lacks mechanisms that need to be verified for accuracy in order to demonstrate equilibrium. Second, because it allows the direct participation of students (physical experience) and the use of the tool in small groups (social experience). The hands on completion of the activity, realistic appearance, the interaction with the tool, visual feedback on the panel, and two students using the same tool awakened motivation, responsibility for completing the activity, dialogue, cooperation, discussion and reflection. Doing the experiment with others aroused concern about the learning of others and reciprocity of knowledge for the improvement of the procedure to be constructed for solving 1st degree equations.