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Arthur Tatnall 《Education and Information Technologies》2014,19(3):549-564
People over 65 (or older people) are a growing proportion of the population in many developed countries including Australia. In the last 10 to 12 years interest from this group in the use of Information and Communication Technologies (ICT) and the Internet has also grown considerably. ICT has much to offer older people as a means of keeping in touch with family, perhaps in other parts of the world, to obtain information about health and financial matters, for entertainment and to further their education. It also offers possibilities for intergenerational cooperation with, for example, children coaching their grandparents. This paper concentrates on older people’s use of ICT for education, some of this being formal but mostly informal, and adopts a socio-technical framework based on actor-network theory (ANT) to investigate this. 相似文献
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Yacine Atif Jameela Al-Jaroodi Shayma Alkobaisi Ahmed Jaffar George Ditsa Piers Campbell 《Education and Information Technologies》2011,16(4):441-461
We present a curriculum that prepares students for supporting large Enterprise Information Systems (EIS). EIS is best explained
through the evolution of Enterprise Resource Planning (ERP). These systems evolved over the last years driven by (1) changing
business requirements and (2) new development capabilities provided by technologies evolution and software vendors’ innovation.
These developments led to a new discipline—Enterprise Information Systems, which deals with issues whose focus is on creating
and sustaining business benefits through the utilization of corporate IT infrastructure assets. Currently, EIS knowledge is
essentially acquired on the job after substantial time of experience building and longer career ladder scale. This paper presents
an experience of a curriculum implementation that prepares students for the pervasive EIS landscape in meeting today’s corporate
needs. Our IT-based educational approach is evaluated as an alternative to prevailing Business-based approaches to EIS instruction.
In this IT-rooted approach, the curriculum is divided into four sections: a Core IT block of courses followed by two progressive-levels
of advanced EIS-related specialized subjects, and an industry-oriented field-training experience. Initially, a Core IT background
provides a foundation for IT innovation in developing EIS components at sophomore-level. A junior-level of specialized instruction
introduces integrated modules which form EIS platforms. Finally, supporting technologies of EIS-related processes and workflows
are presented at senior-level of specialized EIS instruction. An assessment case study of the proposed Enterprise System programs
is carried out through which we discuss the results of the curriculum performance. 相似文献
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Kurt Thumlert Suzanne de Castell Jennifer Jenson 《Educational Philosophy and Theory》2013,45(8):786-803
Building upon a recent call to renew actor-network theory (ANT) for educational research, this article reconsiders relations between technology and educational theory. Taking cues from actor-network theorists, this discussion considers the technologically-mediated networks in which learning actors are situated, acted upon, and acting, and traces the novel positions of creative capacity and participation that emerging media may enable. Whereas traditional theories of educational technology tend to focus on the harmonization of new technologies with extant curricular goals and educational practices, an educational theory of technology looks to novel forms of technologically-mediated learning experience—from production pedagogies to role play in the virtual—to make visible the surprising relations, techniques, and opportunities that emerging media, and their attendant social contexts, may offer educational research. 相似文献
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Shannon R. Lane Jennifer McClendon Natalie Matthews 《Journal of Teaching in Social Work》2017,37(3):292-306
Social work plays a key role in engaging with clients and communities directly affected by housing insecurity and homelessness, and advocating for the right to safe and affordable housing. This article describes methodologies of the Point-in-Time Count and Homeless Management Information Systems and proposes strategies for integrating additional content around homelessness into the social work curriculum in research courses and beyond. This integration can meet student needs regarding experiential research, as well as agency and community needs for effective collection and use of data. A case example and proposed best practices describe opportunities for university–community collaborations in homelessness research. 相似文献
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浅谈大学、政府和企业三者间关系研究 总被引：1，自引：0，他引：1
大学、政府和企业三者间关系是组织间关系的一种形态.如何建立大学、政府与企业和谐共处、良性互动的关系是21世纪国家构建创新体系的关键与核心.本文对大学、政府和企业三者间关系发展的实践模式进行了介绍,阐述了三者间关系建立的理论基础.在此基础上,对国内外有关大学、政府和企业的研究现状进行了梳理,指出了现有研究的不足和问题.文章最后对未来有关大学、政府和企业的研究进行了展望. 相似文献
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The intention of the authors in this article is to contribute to the discussion concerning educational change by implementing the concept of social innovation. We argue that the application of the concept of social innovation makes it possible to better understand the process of implementation as well as sustainability and the social impact of educational changes. In the article, an integrated model of social innovation has been constructed and applied in conceptualising two consequent radical educational changes accompanying the post-communist changes in Estonia. As a result, the authors conclude that the concept of social innovation provides a promising framework, which facilitates the understanding and analysis of radical educational change. The social innovation approach is useful in identifying the different levels of change and assessing how deep the changes have been. However, in education systems in neo-liberal countries, where competition is one of the basic values, educational changes, even though becoming part of the everyday practices of actors, may redistribute power, rather than having an empowering effect for the majority of the main actors. 相似文献
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Magnus Hultén 《课程研究杂志》2013,45(6):790-813
The article examines the stability and success of ideas within pedagogical discourses. Why do certain ideas attract actors and how does change come about? These general questions are dealt with through considering the example of the swift spread of an interdisciplinary idea, arbetsområde (translated to ‘spheres of work’) in the process of a Swedish national curriculum reform 1966–1967. How did it manage to become such a central concept in the curriculum? The article uses the concept of the boundary object in order to understand the popularity of the ‘spheres of work’ concept. Boundary objects have normally been used to explain the rigidity of science, and how the heterogeneity of different actors normally involved in the production of scientific knowledge can be coordinated and result in generalizable findings. However, lately, they have been applied to the field of curriculum studies. In this study, a boundary object pinpoints the fact that curricular solutions can be about coordinating different types of actors with different stakes in the making of a curriculum. 相似文献
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In the globalized neoliberal economy, business schools and business science has become a dominant societal institution and discourse. However, this has not directly strengthened the position of business schools in the societal networks of power. This paper examines this paradox by depicting who are the actors in the field and how these actors seek to influence what passes as legitimate knowledge in the discipline of business studies. Informed by actor network theory (Latour in Reassembling the social: an introduction to actor-network theory. Oxford University Press, Oxford, 2005) and drawing on the antenarrative analysis (Boje in Narrative methods for organizational and communication research. Sage Publications, London, 2001), the paper considers the understated dynamics of negotiation over the form and content of academic knowledge in a local context (cf. Alferoff and Knights in Br J Manag 20(1):125–142, 2009). The paper depicts the change that has occurred from the early 1990s till today. First, the potentially influential actors will be identified. Second, two maps of networks in different points of time will be traced. In the contemporary network, the gatekeeper role of business schools is undermined by new prominent actors. The paper shows how business schools, instead of gaining a high power position, are now more dependent on a variety of other actors, who increasingly define what passes as relevant and valid knowledge in business studies. 相似文献
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Hilde W. Afdal 《Higher Education》2017,74(3):401-418
This article questions what kind of actors become involved and analyzes what forms of knowledge are activated, when discourses such as “research-based” and “profession-oriented” become basic preconditions in national curriculum change processes in Norway. A “mapping” is conducted, comprised of actors and ideas, played out in two national curriculum change processes in Norway, namely “the Integrated Master Program in Teacher Education” and “the Bachelor Program in Engineering.” The analysis shows that actors and the roles they were able to play may have had an effect on what kind of knowledge forms was prioritized in the curriculum change processes. In both, curriculum process integration of discipline-based/theoretical knowledge and practical and context-specific knowledge are emphasized. However, in the teacher education process, principled knowledge about specific professional problems and theory-based decisions are highlighted as important, while, in the engineering education process, procedural knowledge about how to solve problems and innovative capacity is more emphasized. The analysis shows a relationship between such curriculum change processes and the composite “epistemology” of the wider and contextually developed policy space. It is also demonstrated, in the two cases, that the knowledge base for professional work is subject to negotiations far beyond the academic community and is embedded in a wider set of social, professional, and political institutions and frames. 相似文献
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陈国华 《广东技术师范学院学报》2004,(4):28-32
本文概括地介绍了一般中间层服务器的体系结构及其现实意义 ,并据此设计了一个现实的中间层服务器———面向中小企业的业务逻辑服务器 .我们详细地讨论了该服务器的体系结构、命名方法及应用编程接口 .最后 ,以一个具体的应用实例对该中间层服务器的使用方法和技巧作了一个简单说明 相似文献
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Morva McDonald Elham Kazemi Megan Kelley-Petersen Karen Mikolasy Jessica Thompson Sheila W. Valencia 《Peabody Journal of Education》2014,89(4):500-515
In this article, we argue that teaching is and should be a central element to learning to teach, particularly as teacher education once again turns toward practice. From this perspective, we must elaborate how such a shift addresses the need to bridge the gap between knowledge for teaching and knowledge from teaching, between theory and practice, and among university courses and fieldwork. If the intent of such a shift is to fundamentally change the preparation of teachers, we argue that it requires teacher education programs to do more than increase the amount of time candidates spend in clinical field placements. It requires, we argue, that teacher educators engage in simultaneous innovation in three related, but distinct aspects of program design and implementation: organizational structures and policies, content and curriculum, and teacher education pedagogy. Without such dynamic engagement, the practice-turn will go the way of many past reforms in teacher education—it will be symbolic but not significant or meaningful. 相似文献
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加大学校教育创新力度,切实提高创新型人才培养水平是建设创新型国家的迫切需要。要推进学校教育创新,首先要确立进行教育创新的理论指导思想,过程思维（ProcessThinking）是怀特海的过程哲学所孕育形成的一种思维理论,本文从过程思维的角度,反思了学校教育,提出了学校教育创新的新思路：一是要进行基于过程思维的课程创新,二是开展基于过程思维的过程性教学。 相似文献
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关于信息通讯技术对大学教学影响的理论分析 总被引：2，自引：0，他引：2
赵国栋 《北京大学教育评论》2003,1(3):97-102
本文从大学教学的理论基础和教学理念的角度 ,深入分析了信息通讯技术在大学教学中应用时所存在的一系列理论和实际问题。文章阐明 ,在信息科技时代 ,以计算机网络等为代表的信息通讯技术确实对大学教学的组织和实施产生了多方面的重要影响 ,并为其改革和发展开拓了一条新途径。但是 ,大学作为一个具有悠久历史和深厚文化传统的教育机构 ,其在“高深学问研究”基础上所产生的旨在追求知识发展和精神解放的教学宗旨 ,即所谓的“大学教学理念” ,是影响和制约大学教学改革和发展的重要因素。那种认为由于信息技术教学方法的应用而可能使未来大学教学演变为一种虚拟电子过程的观点 ,是缺乏理论和实践依据的 相似文献
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Greg Winslett 《Discourse: Studies in the Cultural Politics of Education》2014,35(2):163-176
The exhortation to innovate is a pervasive one that occupies a central position across university mission statements, strategic plans, marketing literature and job titles. This article locates a discourse of innovation within a history of Australian federal higher education policy, a history that may bear similarity with other national contexts. The article names this discourse as an innovation talk that influences our teaching and learning practices, a discourse that can be reconfigured in a way that opens up the possibility for change. As such, the article presents an analytical process used to resist taken-for-granted views of what constitutes valuable teaching practices. Suggestions for re-conceptualising how universities govern and support teaching and learning innovation are drawn from analysis of key federal policies that have influenced university practices in recent years. 相似文献
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Xu Liu 《Frontiers of Education in China》2018,13(3):426-447
This article is based on original research into institutional governance in private universities. It provides an in-depth qualitative study of how the private university in China has responded in practice to government policies. The analysis focuses on three dimensions: the roles of the university council, the president, and the university constitution. The study adopted two methods of data collection: 31 separate semi-structured interviews with 21 informants as well as extensive documentary analysis. Findings revealed that while external policies provide an impetus for change for each university, how key actors in institutional governance understand these policies has a significant effect on how the policies are implemented. This can result in change that can be viewed as either symbolic alteration or as operational change. This study provides insights from an empirical investigation by way of a case study on private university governance in China, and also a referential perspective on the governance of private universities in general for policy makers, senior managers, and academics. 相似文献
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Adon C.M. Moskal Sarah J. Stein Clinton Golding 《Assessment & Evaluation in Higher Education》2016,41(2):286-300
We know various factors can influence how teaching staff engage with student evaluation, such as institutional policies or staff beliefs. However, little research has investigated the influence of the technical processes of an evaluation system. In this article, we present a case study of the effects of changing the technical system for administering student evaluations at one New Zealand university. We develop a socio-technical model of the institutional evaluation system, and use this model to examine whether introducing an online system for ordering student feedback questionnaires and reducing processing time influenced academic staff engagement with evaluation. Survey responses, interview comments and data about ordering trends suggest the change did increase staff engagement by: (1) improving staff perceptions of evaluation and (2) increasing engaged behaviour, such as voluntarily ordering more evaluations. The outcomes of this study imply that the ‘practical implementation’ of an evaluation system is an important factor in influencing engagement with evaluation. We conclude that we can increase teacher engagement with evaluation simply by improving the ‘practical implementation’ of the evaluation system. 相似文献
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大学组织变革是指大学内部结构和组织制度的变革,它是高等教育管理研究的前沿性命题,也是当今高等教育发展中最感困惑的问题。在最近30年中,学术界提出了三种主要的大学组织变革分析范式,即同构性理论、分化理论和同质异形理论。同构理论强调变革的动力来自于外部环境,变革是一个自上而下的过程;分化理论强调大学组织变革的动力来自于大学组织及其行动者,变革是一个自下而上的过程;同质异形理论试图把两者综合起来,强调大学组织变革是一个自上而下和自下而上相结合的过程。这三种理论其实是从新制度主义中演化和生发出来的,它们各有优势。未来的发展趋势是:以同质异形理论为主,充分借鉴制度分析理论和资源依赖理论,把三种理论范式中的某些要素综合起来,更好地解释大学组织变革问题。 相似文献