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1.
The significance of e-Learning and knowledge management at the workplace cannot be overemphasized. With the rapid change in all types of working environments, especially medical and healthcare environments, there is a constant need to rapidly train and retrain people in new technologies, products, and services found within the environment. There is also a constant and unrelenting need for appropriate management and leveraging of the knowledge base so that it is readily available and accessible to all stakeholders within the workplace environment. In addition, within the medical and healthcare setting, certain other factors reinforce this need for constant refreshing, training, and retraining of its workers. These factors are outlined below:
- • Heightened expectations for improved quality of healthcare services from an increasingly aware and empowered public,
- • Acute shortage of doctors and other healthcare professionals (requiring “multitasking” efforts from individuals and thus “forced” learning of new skill sets),
- • Heterogeneous standards of healthcare as practised by medical practitioners necessitating policies designed to audit and streamline medical and healthcare practices as per enforcement of minimal credit points to be tied up to issuance/renewal of annual practicing certificates (APC),
- • Increased complexity of healthcare services, technologies and products, and,
- • Accelerated technological changes.
- • Just-in-time Continuing Medical Education (CME), which refers to significant and relevant information that can value-add to patient management at the appropriate time and appropriate segment of encounter,
- • Formal Distant Education (FDE), which refers to electronic courses delivered online resulting in award of certificates conferred by accredited academic institutions or agencies,
- • Modular Distance Learning (MDL), which refers to packaged learning modules designed to maintain competencies and to excel at relevant knowledge and skills which are tied in to issuance/renewal of practising licenses of the healthcare professionals, and,
- • Personalised CME, which refers to knowledge, information, and skill sets pushed to healthcare professionals tailored to their areas of expertise, interest, and need.
2.
Windows into the mind 总被引：1，自引：0，他引：1
As faculty, our goals for students are often tacit, hidden not only from students but from ourselves as well. We present a conceptual framework for considering teaching goals – what we want our students to achieve – that encourages us to think more broadly about what we mean by achieving in our knowledge domains. This framework includes declarative knowledge (“knowing that”), procedural knowledge (“knowing how”), schematic knowledge (“knowing why”) and strategic knowledge (“knowing when, where and how our knowledge applies”). We link the framework to a variety of assessment methods and focus on assessing the structure of declarative knowledge – knowledge structure. From prior research, we know that experts and knowledgeable students have extensive, well-structured, declarative knowledge; not so novices. We then present two different techniques for assessing knowledge structure – cognitive and concept maps, and a combination of the two – and provide evidence on their technical quality. We show that these maps provide a window into the structure of students declarative knowledge not otherwise tapped by typical pencil-and-paper tests. These maps provide us with new teaching goals and new evidence on student learning.Based on an invited address, Facoltá di Ingegneria dell’Universitá degli Studi di Ancona, June 27, 2000. This research was supported, in part, by the Center for Research on Evaluation, Standards, and Student Testing (Grant R117G10027), and by the National Science Foundation (Nos. ESI 95-96080). The opinions expressed here represent those of the authors and not necessarily those of the funding agency. 相似文献
3.
Teacher knowledge: The relationship between caring and knowing 总被引：1，自引：0，他引：1
While everyone acknowledges the importance of the “caring teacher,” little acknowledgment of caring as an issue exists at the level of educational policymaking. This paper presents teacher and researcher stories which describe a teacher's knowledge in practice and argues for recognition of an epistemological role for caring in teaching. The teacher's narratives describe what she knows from caring and being in relationship with her students - her relational knowing (Hollingsworth et al., 1993, 1994)- and how this knowledge alters her pedagogy and the curriculum that is constructed with each student. Caring for the person (Noddings, 1984, 1992) is revealed as central to what the teacher knows. The findings of this research suggest that for the teacher, the relationship between caring and knowing is complex and involves a constant reflective process. In attempting to situate caring within existing theories for teacher knowledge, Elbaz' (1983) structures are found to be too neat and the boundaries too well defined. A construct of teacher knowledge as relational and dynamic is described. This builds upon Lyons' provisional characterization of the epistemological relationship between students and teachers as nested knowing: “that is, students and teachers are considered to have nested, interacting epistemological perspectives” (1990a, p. 162). In this view, knowledge is not limited to what one person knows, but the intersection where the knowing of two persons in-relation overlap and the consequences for student learning (and teacher development) when one of those persons is a teacher. 相似文献
4.
Detlef H. Rost Jrn R. Sparfeldt Oliver Dickhuser Susanne R. Schilling 《Learning and Instruction》2005,15(6):557-570
Even though marks in different subjects are substantially correlated, the corresponding self-concepts often display a very weak association. The “Internal–External Frame of Reference Model” (I/E-model; Marsh, H. W. (1986). Verbal and math self-concepts: an internal/external frame of reference model. American Educational Research Journal, 23, 129–149) explains this finding: social comparisons (resulting in positive correlations of the self-concepts) and dimensional comparisons (resulting in negative correlations of the self-concepts) are confounded. A rarely tested hypothesis derived from the I/E-model is that the dimensional comparison process only affects the self-concepts, if the students achieve differently in the corresponding subjects. In a sample of N = 1508 students (grades 7 and 8), low correlations of the self-concepts for four subjects could be observed only in students displaying different school-marks in the corresponding subjects. In students who have the same marks in different subjects, the self-concepts showed a substantial positive correlation. 相似文献
5.
Ravinder Koul Roy B. Clariana Kalayanee Jitgarun Alisa Songsriwittaya 《Learning and individual differences》2009,19(4):506-512
This investigation considered how undergraduate students with different achievement goal orientation profiles view plagiarism. Thai student volunteers (N = 867) completed an achievement goal survey [Niemivirta, M. (1998). Individual differences in motivational and cognitive factors affecting self-regulated learning — A pattern-oriented approach. In P. Nenninger, R. S. Jäger, A. Frey, & M. Woznitza (Eds.), Advances in motivation (pp. 23–42). Landau, DE: Verlad Empirische Pädagogik] and a “Dimensions of Plagiarism” survey [Koul, R. (2007). Dimensions of Plagiarism. Downloaded April 8, 2008 from http://dimensions-of-plagiarism.wikispaces.com/]. Mixed analysis of variance of attitudes towards plagiarism with goal orientation and gender showed several significant findings: high performance oriented students were substantially stricter than low performance orientated students in evaluating all Dimensions of Plagiarism. Low mastery oriented students were stricter regarding the “motive” dimension of plagiarism while high mastery oriented students were stricter regarding the “source” dimension of plagiarism. Significant differences between females and males were observed across the six factors of the Dimensions of Plagiarism survey. These results are interpreted within the framework of social comparison theory in respect to competitive learning environments. 相似文献
6.
Education students often complain about the style of learning practiced at universities. In addition to theoretical knowledge, they want to gain more experience with “real” students. We are investigating new ways of combining theoretical learning and practical teaching by using digital communication techniques. We design courses for the study of German in primary and secondary schools, where our students cooperate with high school students via E-mail, messageboard, and chat. We aim to interest future teachers of German language and literature in media literacy and to prepare them for their future tasks in German classrooms against the background of the new information society. We developed the coursework over the last 5 years in the light of the experience we have gained, research performed, and the changes in hardware and software. Our program can also be transferred to other fields of teacher education. 相似文献
7.
Daniel T. Hickey Steven J. Zuiker Gita Taasoobshirazi Nancy Jo Schafer Marina A. Michael 《Studies in Educational Evaluation》2006,32(3):180
Accountability-oriented reforms demand immediate and continual gains on achievement test, for all students, and without diminishing other outcomes or undermining instruction. This paper describes a framework for aligning classroom assessment and external testing with the aim of negotiating these seemingly contradictory goals. The framework varies the sensitivity to instruction and the representations of knowledge across approaches to assessment. Cycles of design- based studies successively refine relationships between a curriculum and the frame that each assessment provides. Doing so, we argue, leverages the unique formative and summative balance across assessments in order to scaffold learning and demonstrate the “consequential” validity of our strategy without compromising curricula, instruction, or the “evidential” validity that warrants their continued use. 相似文献
8.
9.
This article provides a rationale for using literature in the classroom to explore conceptions of curriculum and teaching. We discuss a number of exemplars from children’s and young adult fiction, both mainstream and less well known; offer a taxonomy for categorizing the range of visions of curriculum and teaching in the literature; and describe the responses of a group of middle school students to a unit that examined schooling in literature. We argue that reading literature which addresses student experiences in school can help students make sense of those experiences and, more importantly, open their minds to ideas about teaching and schooling that they otherwise might never have considered.John Kornfeld is Professor and Director of Graduate Studies in the School of Education at Sonoma State University. His research in curriculum, children’s literature, school/ university collaboration, and the politics of schooling has been published in such journals as Theory into Practice, Social Education, and Theory and Research in Social Education.Laurie Prothro is a school library consultant and children’s librarian in Sonoma County, California. She specializes in collection development and young adult literature. Her most recent publication with John Kornfeld, entitled “Comedy, Conflict, and Community: Home and Family in Harry Potter,” appears in Elizabeth Heilman’s Harry Potter’s World: Multidisciplinary Critical Perspectives. 相似文献
10.
Marcia D. Horne James E. Powers Patricia Mahabub 《Contemporary educational psychology》1983,8(4):403-418
The development of the concept of word in readers and nonreaders was investigated. Five reader and nonreader male students from four age groups (6.5–7.5; 7.6–8.5; 8.6–9.5; 9.6–10.5) were tested using the procedures developed by J. Downing and P. Oliver (Reading Research Quarterly, 1973–1974, 9, 581–586). Results from an analysis of variance indicated significant effects for reading levels (p < .001), age (p < .05), stimuli (p < .01), and a significant interaction between reading level and stimulus class (p < .05). Evidence indicates nonreaders may be confused about the differences between a short word and phonemes, syllables, sentences, and long words. 相似文献
11.
Rosario Diaz-Greenberg Jacqueline Thousand Maria Cardelle-Elawar Ann Nevin 《Teaching and Teacher Education》2000,16(8):663
The purpose of this paper is to help teachers better understand the struggles that people with disabilities experience in attaining their educational goals and to encourage the development of teaching and learning strategies that help to respect and facilitate the struggle itself. The authors share the generative themes that emerged using a critical pedagogy approach (dialogic interviews) to elicit the voices of adults with disabilities speaking about their public school experiences. In discussing the implications for teachers, the authors show the intersections of educational psychology's concept self-regulation and critical pedagogy's concept conscientization and special education’ s concept self-determination. Why the ‘struggle’ itself is important (from the perspectives provided by conscientization, self-regulation, and self determination) is discussed.The major question is whether or not teachers can structure the awareness process that results in learners becoming aware enough to verbalize, “I have difficulties”. What do teachers do to stimulate the metacognitive thinking processes that makes it possible for students with disabilities to think, “I can monitor myself!”? How can teachers capture the power of the conscientization experience that leads students with disabilities to experience the generative will power “to use the powers that I have to make a difference in my life's situation?” How do adults with disabilities come to these kinds of awareness and how can teachers help facilitate the awareness? 相似文献
12.
Independent schools pride themselves on providing a unique educational experience for students, one that is robust and mission-driven and capitalizes on lower student-to-teacher ratios that allow for more personalized learning and high-quality teachers. Numerous studies measure teacher effectiveness in public schools, yet there is little research on teacher quality in independent schools. This study finds that independent schools use four key characteristics to describe high-quality teachers: (a) strong relationships with students, (b) strong pedagogical knowledge and content expertise, (c) a growth mind-set, and (d) the ability to fit well within the school's culture. We also examine school practices and find that some commonly used activities for recruitment and selection are intended to identify the key characteristics of high-quality teachers. Administrators use demonstration lessons and interviews to assess candidates’ abilities to develop strong relationships with students and their pedagogical knowledge and content expertise. However, we find that practices around teacher evaluation are inconsistent. 相似文献
13.
14.
Socializing the knowledge transfer problem 总被引：1，自引：0，他引：1
A central issue in acquiring knowledge is its appropriate transfer beyond the contexts and contents of first acquisition. In contrast to dominant “common elements” transfer theory, an interpretive perspective is developed, according to which “appropriate transfer” is a concept socioculturally rather than objectively defined. “Elements” perceived by the thinker as common between the current and a prior situation are not given in the nature of things but “read” in terms of the thinker's culturally-influenced categorization system, of problem types. A synthesis of cognitive research findings identifies specific features of thinking-skills instruction effective for promoting transfer. These include learning about and practicing knowledge application in multiple contexts of use, constructively participating in bridging instruction across school and nonschool problem situations, thinking and self-management skills taught within domains, and synergistic integration of the learning of different subjects. Recommendations are made for developing new learning technologies that build upon these conditions for enhancing knowledge transfer. 相似文献
15.
Where practice and theory intersect in the chemistry classroom: using cogenerative dialogue to identify the critical point in science education 总被引：2，自引：0，他引：2
Sonya Martin 《Cultural Studies of Science Education》2006,1(4):693-720
This paper argues for an inclusive model of science education practice that attempts to facilitate a relationship between
“science and all” by paying particular attention to the development of the relationship between the teacher, students and
science. This model hinges on the implementation of cogenerative dialogues between students and teachers. Cogenerative dialogues
are a form of structured discourse in which teachers and students engage in a collaborative effort to help identify and implement
positive changes in classroom teaching and learning practices. A primary goal of this paper is to introduce a methodological
and theoretical framework for conducting cogenerative dialogue that is accessible to classroom teachers and their students.
I propose that researchers must learn to disseminate their findings to teachers in ways that are practical, in that they provide
teachers with information needed to make concrete connections between the research and their teaching, while continuing to
make available the theories that support their findings. Using an integration research framework in conjunction with a temporality
of learning model, I introduce a method of disseminating research findings that provides both classroom teachers and researchers
with access to different forms of knowledge about cogenerative dialogues in the same paper. In doing so, this article examines
the relationships between teacher knowledge and researcher knowledge by exploring the practical application of cogenerative
dialogues for classrooms teachers and the theoretical implications of using cogenerative dialogues for researchers.
相似文献
| Sonya MartinEmail: |
16.
Architects create environments for human behaviour. Therefore they need — in addition to technical and design knowledge — some sort of “psychological” knowledge of the effects of their planning decisions on the occupant. The structure of this knowledge, which is only touched upon during architectural training, is the subject of an empirical study. Experts (experienced architects) and novices (students of architecture in their first or second year) were asked to judge the quality of the floor-plan layout of a four-room flat under three different conditions. From the expert-novice comparison, it is possible to gain insight into how professional experience shapes the knowledge of occupant needs and occupant behaviour. The results show remarkably few differences between the two groups. One possible reason lies in the special structure of architectural practice, which, due to a lack of feedback, makes it difficult to accumulate knowledge by evaluating experience. 相似文献
17.
Markus Nivala Erno Lehtinen Laura Helle Pauliina Kronqvist Jorma Paranko Roger Säljö 《Anatomical sciences education》2013,6(6):361-367
Over the years, the role and extent of the basic sciences in medical curricula have been challenged by research on clinical expertise, clinical teachers, and medical students, as well as by the development and diversification of the medical curricula themselves. The aim of this study was to examine how prior knowledge of basic histology and histopathology among students predicts early learning of diagnostic pathology. Participants (N=118, representing 91% of the full student cohort) were medical students at the University of Turku, Finland. Data were collected during two preclinical courses that students attended in their first and second years of medical school. The measurements included tests on biomedical and clinical knowledge and a performance test in diagnostic pathology. Second‐year performance on the diagnostic pathology examinations was predicted by the students' prior knowledge of histology, but not by the students' prior knowledge of histopathology. Although earlier research has demonstrated similar results in studies with shorter longitudinal designs, the present study demonstrates that the effect remains even if there is a considerably long time delay (a year) between the measurements, thus confirming the long‐term value of basic science studies in the preclinical phase. Anat Sci Educ 6: 361–367. © 2013 American Association of Anatomists. 相似文献
18.
Drawing on their experiences as researchers and teacher educators, the authors discuss issues concerning student research that uses web-based references. This article describes ways the authors: 1) structure the inquiry process for student research, 2) help students manage the quantity of information, and 3) provide a model for analyzing the quality of information that students find on web sites. The web-site analysis form provided to students requires them to evaluate information provided about the “who, what, when, how, and where” of a web site. The authors conclude with a discussion of the ways this model helps students engage, organize, and publish information in ways that share the knowledge that the students have constructed and the process of their inquiry. 相似文献
19.
Using data from the 2004 China College Student Survey, conducted by the author, this paper finds that long-term factors such as scholastic ability and parental education are significantly correlated with higher education attendance. By contrast, short-term financial constraints are also significantly associated with higher education access, but to a lesser degree. Furthermore, in recent years China's higher education expansion has provided broader access to students from lower income families. However, the tuition fees and “net prices” of elite universities are lower than those of medium quality universities, while the tuition fees and “net prices” of medium quality universities are lower than those of relatively low quality universities and colleges. This has led to a reverse relationship between family income and attendance costs, such that lower income families now shoulder a much higher burden for their childrens’ university education than higher income families. 相似文献
20.
Bringing a greater number of students into science is one of, if not the most fundamental goals of science education for all, especially for heretofore-neglected groups of society such as women and Aboriginal students. Providing students with opportunities
to experience how science really is enacted—i.e., authentic science—has been advocated as an important means to allow students to know and learn about science. The purpose of this paper is
to problematize how “authentic” science experiences may mediate students’ orientations towards science and scientific career
choices. Based on a larger ethnographic study, we present the case of an Aboriginal student who engaged in a scientific internship
program. We draw on cultural–historical activity theory to understand the intersection between science as practice and the
mundane practices in which students participate as part of their daily lives. Following Brad, we articulate our understanding
of the ways in which he hybridized the various mundane and scientific practices that intersected in and through his participation
and by which he realized his cultural identity as an Aboriginal. Mediated by this hybridization, we observe changes in his
orientation towards science and his career choices. We use this case study to revisit methodological implications for understanding
the role of “authentic science experiences” in science education.
相似文献
| Michiel van EijckEmail: |