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本文提出了基于Web的面向缝纫机的设计专家系统.对Web技术应用于专家系统的可行性进行了分析,并介绍了基于Web技术的面向缝纫机的设计专家系统的体系结构和推理机以及知识库的实现方法等.本文在专家系统中应用Java技术来对工业平缝机进行设计,采用基于实例的推理技术,生成满足条件的机构系统设计方案. 相似文献
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In recent years, there has been an exponential growth of the explorations around the pedagogical use of Web 2.0 technologies in China. This study offers an alternate perspective by examining predictors of pre-service teachers’ uptake of Web 2.0 technologies for teaching purposes. On the basis of prior related research focusing on the pedagogical use of ICT, an eight-factor research model was hypothesised. Data were collected from two universities in China through a questionnaire (N?=?464). Structural equation modelling analysis results suggested that perceived usefulness, perceive enjoyment, subjective norm, technological pedagogical and content knowledge, and facilitating conditions had statistically significant direct effects on intention to use Web 2.0 technologies. The findings can help stakeholders in China (e.g. teacher educators, school leaders, and education policy makers) develop a better understanding of the realities of teachers’ pedagogical use Web 2.0 technologies in China. 相似文献
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Grounded design of web-enhanced case-based activity 总被引：1，自引：0，他引：1
Hyeonjin Kim Michael J. Hannafin 《Educational technology research and development : ETR & D》2008,56(2):161-179
Cases have been used in education through a variety of methods, such as case written analysis, case discussion, and case development.
Recent case definitions and uses have extended their traditional uses. In case-based reasoning, cases are considered to represent
knowledge, and the use of cases is integral to an individual’s problem-solving process. Case-based activity (CBA) builds on
CBR research and theory, emphasizing the transition of novices toward experts’ reasoning and applications. The purpose of
this paper is to present the theoretical assumptions and principles for designing grounded, web-enhanced CBA. Findings from
recent implementations and implications for design are presented. 相似文献
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This research study was designed to examine the degree of perceived importance of interactive technology applications among various groups of certified educators; the degree to which education professionals utilized interactive online technology applications and to determine if there was a significant difference between the different groups based on demographic data. Overall, certified education professionals felt virtual learning networks, video sharing and online event scheduling were the most important educational Web 2.0 applications; while, social bookmarks, social networks and music were the least important. The overall sum score for the perceived level of importance for the Web 2.0 applications by business educators as compared to all educators was significant at the .05 level, F (1, 811)?=?4.4622, p?=?.035 and by physical/health educators as compared to all educators was significant at the .05 level, F (1, 812)?=?11.186, p?=?.001 . Current position, gender, age, type of school, highest degree and certification level were all significant for the perceived level of educational importance of the Web 2.0 applications. 相似文献
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Abdullah Al Mughrabi 《European Journal of Engineering Education》2018,43(5):679-692
The application of Capability Maturity Models (CMM's) is recognised throughout diverse organisations in different domains as a route to achieve strategic schemes and continuously improve organisational competitiveness of the implementing entity. This paper shall look into the development and implementation of a specific Project Based Learning Capability Maturity Model (PBLCMM) for the systematic evaluation and improvement of the capability of an institutional Project Based Learning (PBL) model to enhance the learning of students. It shall also highlight the development phases of the model to improve the students’ experience and education in a Higher Education Institution, based on a literature review, expert interviews and two case studies to verify the model's ability to incrementally enhance the capability of the utilised PBL model. The case studies prove the validity and effectiveness of the PBLCMM in identifying the potential for improvement, and educators and educational institutions may want to consider using the presented approach to optimise the effectiveness of their PBL model. 相似文献
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Education and Information Technologies - Web 2.0 Personal Learning Environments (PLEs) have been proposed as a new method to promote the use of Web 2.0 tools for learner-centered personal learning.... 相似文献
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AbstractThe creation of a Personal Learning Environment (PLE) process. The research project Dipro 2.0 had different objectives, one of which was the creation of a learning environment using Web 2.0 architecture. This was done in three stages: the design of a prototype, an analysis by members of the research team and its evaluation by experts and students. The first environment is a PLE and the second environment contains the learning materials distributed in 14 units. Fifty-seven educational technology experts from different Latin American countries participated in the evaluation of both environments; they were selected from the criterion of expert competence and 284 students from different Spanish universities. The instrument used was created ad hoc, and results confirmed that both environments are positively valued; it is recommended for teacher training. 相似文献
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New information and communications technologies (ICT) are redefining teacher education. A university faculty member and an instructional technology consultant incorporated information and communications technologies within a graduate university methods course. The following research questions explored student perceptions of using Web 2.0 tools as a language arts teaching tool: (a) Do pre-service teachers feel adequately prepared to implement 21st century skills using Web 2.0 tools? and (b) What are the barriers that exist for teachers in using Web 2.0 tools in promoting literacy? Findings suggest educators must continue research of Web 2.0 tools to design new learning opportunities for the future. 相似文献
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Encouraging reflective practice and developing reflective practitioners is a goal of many disciplines in higher education. A variety of pedagogical techniques have been used to promote critical reflection including portfolios, narratives and reflective journals. Over the past decade, the use of Web 2.0 technologies with students has been increasingly adopted in higher education settings and many educators have integrated these technologies into reflective assignments. These educators assume that students, who are members of the Net Generation, are technologically savvy and have the ability to integrate the use of Web 2.0 technologies into learning. However, while there have been studies examining the outputs of reflective assignments using Web 2.0 technologies such as blogs, e-portfolios and wikis, there has been little research examining whether or not students actually use technology for these types of assignment if given the choice. Therefore, the purpose of this study was to explore if technology was appropriated or rejected by students for a reflective journaling assignment. Results are based on a content analysis of 42 student journaling assignments and interviews with eight students. Findings suggest that (1) students are not as technologically competent as assumed; (2) students chose to use basic/fundamental technologies (e.g. word processing) because they viewed it as the easiest way to complete the reflective journaling assignment; (3) student perceptions of what makes an assignment ‘good’ influenced their choice to use Web 2.0 technologies; and (4) overarching student perceptions of higher education and learning impacted their appropriation of technology. Implications are discussed and recommendations for both research and practice are made. 相似文献
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This paper advocates the use ofsocial constructionist perspectives in the development of collaborative educational research studies. The perspectives described were developed during our project work in Canada on “Curriculum and Context in the Use of Computers for Classroom Learning” (Ontario Ministry of Education Grant, 1989–1993). The paper explores the interrelated epistemological and ethical implications of such perspectives. These include the requirement that participants be treated as sense-making agents in the construction of the social reality, and the recognition of inequities in the production and distribution of knowledge. Social scientists must recognize their own roles within the structures of power and prestige which condition educational research, and design research strategies which take them into account. An example of the difficulties encountered in applying an alternative model of research is related, and some lingering ethical dilemmas are raised. 相似文献
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Donald A. Stepich Peggy A. Ertmer Molly M. Lane 《Educational technology research and development : ETR & D》2001,49(3):53-67
This paper proposes the use of specific coaching strategies to facilitate student use of expert-like problem-solving strategies
while analyzing and solving instructional design case studies. Findings from an exploratory study, designed to examine changes
in students' problem-solving skills as they analyzed case studies, suggested that students could show expert characteristics
at times, under some circumstances, but did not perform like experts on a regular basis. At two midwestern universities, 37
students analyzed 6 to 10 case studies both in class and in on-line discussions. Comparisons were made both within and across
students, as well as across time, to examine patterns and changes in student problem-solving approaches. Findings suggested
that primary influences on the incidence of expert performance were more external than internal and might be more aptly characterized
as “coached expertise”. Specific suggestions are included for coaching the development of student problem-solving skills within
a case-based course. 相似文献
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Julio Cabero-Almenara 《Cultura y Educación》2013,25(3):481-508
AbstractAlthough Web 2.0 has changed students’ roles, placing them at the centre of the teaching-learning process, attitudes towards Web 2.0 have been observed to have a relation with its use in a formal academic context. An instrument was applied to higher education students in Mexico to explore their perceptions by collecting information on students’ attitudes, training and use of Web 2.0, and its impact on higher education. The findings showed that training in Web 2.0 determines use of it, as well as the attitudes towards it and the possible impact these can have on teaching-learning processes. No differences were found regarding participants’ gender in relation to their perceptions of the use of Web 2.0 as a learning environment. 相似文献
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Deborah L. Schussler Alexis R. Harris Mark T. Greenberg 《Psychology in the schools》2020,57(7):1077-1096
Contemplative professional development interventions seek to help educators manage stress and improve emotion regulation, yet the mechanisms of action revealing how they result in positive psychological and physical outcomes remain unclear. Using focus groups based on levels of attendance, this qualitative study examined how educators with different levels of attendance perceived their experiences in Community Approach to Learning Mindfully (CALM), a mindfulness-based yoga program. Using theory-driven and data-driven codes, two researchers adopted a thematic analytical approach to independently code interviews. Results suggest that individuals across all groups indicated participation in CALM stimulated awareness of some kind—somatic, emotional, or awareness of thought patterns. However, participants who attended more frequently were more likely to practice mindfulness informally during routine activities. This increased skill integration was associated with improved outcomes. Program acceptability was high across attendance groups although those with low attendance felt stressed making time to attend the program. Collegiality emerged as an important benefit and catalyst for reinforcing practices. Implications for professional development are discussed, including the role of collegiality and the importance of program readiness. 相似文献
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Marti F. Julian Mahle B. Kinzie Valerie A. Larsen 《Performance Improvement Quarterly》2000,13(3):164-201
Instructional design (ID) case studies, which pose authentic ill‐defined design problems in realistic environments, can help instructional design students bridge the gap between novice and expert practice. Over the past three years, we have explored aspects of this educational approach through the development of Web‐based ID cases at the Curry School of Education, University of Virginia. This paper begins with a look at case study methods and how they are used to help students gain experience in professional practice. We describe the design and development of our Web‐based ID Case Competition and follow with a report on the competition involving seven universities. Officials and students felt that the case experience was valuable for developing ID expertise and preparation for professional practice. These advantages, and the opportunity for team collaboration, were noted as motivators for participation. Most of the students were enthusiastic about the inclusion of emergent ID and performance technology issues in the case and felt the experience expanded their knowledge of ID practice and application. We close with a discussion of implications for professional development and recommendations for future development activities. 相似文献
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《The Internet and Higher Education》2008,11(2):71-80
While students are increasing their use of emerging technologies such as text messaging, wikis, social networks, and other Web 2.0 applications, this is not the case with many university faculty. The purpose of this study was to assess faculty's awareness of the benefits of Web 2.0 to supplement in-class learning and better understand faculty's decisions to adopt these tools using the decomposed theory of planned behavior (DTPB) model. Findings indicated that while some faculty members feel that some Web 2.0 technologies could improve students' learning, their interaction with faculty and with other peers, their writing abilities, and their satisfaction with the course; few choose to use them in the classroom. Additional results indicated that faculty's attitude and their perceived behavioral control are strong indicators of their intention to use Web 2.0. A number of implications are drawn highlighting how the use of Web 2.0 could be useful in the classroom. 相似文献
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Yang Jinyong 《中国远程教育(综合版)》2008,(7)
Web2.0正吸引更多人走进数字化、网络化的生存方式和学习方式,并导致人们共同参与、共同创造、共同分享的全民织网时代的到来。Web2.0的互联理念和应用模式与大学生校际协作学习具有内在联系。基于此,文章从校际协作理念、协作学习活动、资源共建共享、协作学习平台四个方面进行了深入的反思,这对校际协作学习环境与学习活动设计具有重要启示。 相似文献
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Zhe Xu 《Interactive Learning Environments》2017,25(5):580-595
Using tools to support learning design has been proven feasible in improving the integration of technology into the curriculum. However, novice teachers are faced with two major issues, including their limited experience in learning design and limited ability in using new technologies. Learning map is explored and developed in e-Textbooks to serves as a scaffolding for novice teachers during their development into expert teachers. This paper presents a case study in which learning map is integrated into learning design with associated resources in an e-Textbook authoring environment. The participants were instructed to complete a learning design task for an e-Textbook during a one-hour session and then complete a questionnaire afterward. The results indicate that novice teachers value the learning map for learning design in e-Textbooks regardless of their background in ICT teaching and learning design. Novice teachers adopt positive attitudes toward the use of templates because of their numerous benefits. The teachers also suggested that better quality templates should be integrated into the authoring tool to distinguish the advantage of e-Textbook learning design from that of a traditional book and to provide them with additional options. 相似文献
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Evidence-based practice in education entails making pedagogical decisions that are informed by relevant empirical research evidence. The main purpose of this paper is to discuss evidence-based pedagogical approaches related to the use of Web 2.0 technologies in both K-12 and higher education settings. The use of such evidence-based practice would be useful to educators interested in fostering student learning through Web 2.0 tools. A comprehensive literature search across the Academic Search Premier, Education Research Complete, ERIC, and PsycINFO databases was conducted. Empirical studies were included for review if they specifically examined the impact of Web 2.0 technologies on student learning. Articles that merely described anecdotal studies such as student perception or feeling toward learning using Web 2.0, or studies that relied on student self-report data such as student questionnaire survey and interview were excluded. Overall, the results of our review suggested that actual evidence regarding the impact of Web 2.0 technologies on student learning is as yet fairly weak. Nevertheless, the use of Web 2.0 technologies appears to have a general positive impact on student learning. None of the studies reported a detrimental or inferior effect on learning. The positive effects are not necessarily attributed to the technologies per se but to how the technologies are used, and how one conceptualizes learning. It may be tentatively concluded that a dialogic, constructionist, or co-constructive pedagogy supported by activities such as Socratic questioning, peer review and self-reflection appeared to increase student achievement in blog-, wiki-, and 3-D immersive virtual world environments, while a transmissive pedagogy supported by review activities appeared to enhance student learning using podcast. 相似文献