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1.
General Summary The objective of the Indstructional Film Research Program is to discover facts and principles for increasing the effectiveness
of the instructional sound motion picture for rapid mass training. Quantitative methodology and statistical techniques are
extensively used to assay and measure the effects of film presentations. It is assumed that effects are revealed in terms
of changes in the behavior of subjects. An important requirement of film research is the controlled production of experimental
film variables and versions for comparative test purposes.
The following hypotheses have been outlined briefly: The sign similarity or “iconicity” hypothesis, the releasor-organizer
hypothesis, the channel capacitance hypothesis, the perceptual reinforcement-interference hypothesis, the information dependability
hypothesis, the personal need hypothesis, the personal involvement hypothesis, and the generalized learning principles hypothesis.
Selected Instructional Film Research Program experiments were cited relative to these hypotheses.
A general outline of theoretical considerations has been given in order to inform those who are interested in the instructional
film and educational television of the present theoretical frame-work and examples of research problems of the Instructional
Film Research Program of The Pennsylvania State College. A systematic review of all pertinent theory and research has not
been attempted.
The necessity to develop a set of guiding hypotheses for audio-visual research has been recognized for many years. It is very
encouraging, therefore, to see the formulation of such the oretical hypotheses by the Instructional Film Research Program
at the Pennsylvania State College. Eight of these are presented by C. R. Carpenter, together with relevant experiments. Dr.
Carpenter is Director of the Instructional Film Research Program and Chairman of the Department of Psychology at The Pennsylvania
State College.
This article is a reprint, with slight modifications, of one which was translated by Robert Lefranc and was published inFilmologie, 1952, Volume III, No. 9, pp. 3–20, under the title, “Apercu sur une orientation theorique des recherches pour le film d’enseignement.” 相似文献
2.
Marc Watkins 《Prospects》2009,39(3):215-225
At the general presentation of the 48th session of the International Conference on Education, “Inclusive Education: The Way
of the Future”, a “holistic” approach was advocated to improve educational opportunities for children who are excluded from
an equal education and adults who are illiterate. The first part of this paper argues that a more effective approach would
be “piecemeal social engineering”. The second section presents examples of the piecemeal or targeted approach and offers suggestions
for applying it to improve educational opportunities for this group. 相似文献
3.
Kent Noel 《Educational technology research and development : ETR & D》1991,39(4):91-108
The Mission of Botswana's Junior Secondary Education Improvement Project is to expand the country's junior secondary education
program, which is roughly equivalent to the junior high school level in the United States. An instructional systems design
(ISD) model was used in the design of the project. As such, the project has provided an opportunity to study the practical
use and implementation of an ISD approach to a sector-wide education intervention within the setting of a developing country.
In this article, issues pertaining to sectorwide planning strategies of educational development are explored. Particularly
stressed is the importance of conducting a contextual review at the outset of a large-scale educational project.
Note: In 1984, USAID began a ten-year project called “Improving the Efficiency of Educational Systems” (IEES) that has provided
technical assistance to a number of countries around the world through a consortium of institutions including Florida State
University, the State University of New York at Albany, and the Institute for International Research. The Junior Secondary
Education Improvement Project (JSEIP) in Botswana has been one of the IEES projects. 相似文献
4.
Martin Tessmer John F. Wedman 《Educational technology research and development : ETR & D》1990,38(2):77-85
Instructional design and development models are sometimes criticized for being unnecessarily complex and for requiring an
unrealistic amount of precision. To counter this criticism, some will argue that the complexity and precision are necessary
to help ensure a quality instructional product. This article offers a solution to the problem of practicality versus precision
by introducing a “layers-of-necessity” model of instructional design and development. By recognizing that instruction evolves
over time rather than emerges fully developed, the model offers an alternative means of achieving quality instruction. 相似文献
5.
Theodore J. Kopcha Howard Sullivan 《Educational technology research and development : ETR & D》2007,55(6):627-646
This study investigated self-presentation bias in the self-reports of teachers about their practices in six topic areas in
educational technology (Instructional Design, Assessment, Learner-Centered Instruction, Curriculum Alignment, Attitudes about
Computers, and Use of Computers with Students). Subjects were 50 middle-school teachers. Data were collected using a 30-item
Likert-type survey containing five items per topic area. Teachers responded to items in two forms: “what I do” and “what other
teachers do.” Significant differences favoring the “I” form were obtained in three of the six areas (Instructional Design,
Learner-Centered Instruction, and Curriculum Alignment) and on nine of the 30 items, indicating a rather strong self-presentation
bias. Responses were generally positive across both forms. Results are discussed with implications for working with teachers
and for using additional assessment measures that complement teacher self-reports. 相似文献
6.
This special issue of the research section of ETR&D represents the second grouping of papers solicited from national leaders
in educational technology research and design. The first grouping, which appeared in Volume 46, Number 4, 1998, contained
papers by Rita Richey, “The Pursuit of Useable Knowledge in Instructional Technology”; Mitchel Resnick, “Digital Manipulatives:
Tools for Lifelong Kindergarten”; and Ben Shneiderman and colleagues, “Emergent Patterns of Teaching/Learning in Electronic
Classrooms.” 相似文献
7.
Repurposing children’s television for the classroom: teachers’ use of “square one tv” videocassettes
Milton Chen Jan Ellis Karen Hoelscher 《Educational technology research and development : ETR & D》1988,36(3):161-178
This study investigated whether a major new children’s television series on mathematics, produced primarily for an at-home
audience, could be “repurposed” for classroom use. Segments were selected from the PBS children’s series, “Square One TV,”
and edited into 30 videocassettes organized by curriculum topics. Teachers in two public elementary schools in Cambridge,
Massachusetts, used the cassettes over a 10-week period. Both qualitative and quantitative data were collected, including
teacher interviews, teacher journals of classroom use, researcher observations, a survey of student attitudes toward mathematics,
and student interviews. Teachers found the reformatted cassettes to be useful motivational and instructional resources, especially
in demonstrating connections between mathematical ideas and real-world situations. A videotape of teacher and student responses
is available from the authors.
This paper written while Dr. Chen was an assistant professor at the same school, won the Instructional Video Paper Competition
marking the 25th anniversary of the Agency for Instructional Technology, Bloomington, Indiana. 相似文献
8.
9.
Higher Education - Literature offers a theoretical framework exemplifying the inherent tensions between “becoming Chinese” and “remaining global” in the evolution of the... 相似文献
10.
Technology, considered as the new language of teaching and learning, is an irrevocable reality. Any institution of higher
learning is expected to look into the future without losing sight of its core capabilities-the malleability of its faculty
members. Today, more than ever, teachers are expected to operate in an environment where “hiteach”, “hi-touch” and “hi-tech”
govern their instructional behaviors. It is in this light that this study was conducted to situate teachers coming from a
time-tested institution, such as the University of Santo Tomas, the oldest university in Asia, in terms of their IT knowledge,
skills, and interests with a view to identifying implications on how faculty development programs may be made more responsive
to the present-day educational structure. 相似文献
11.
“Post-modernists look to the past and future equally and position themselves in the present, seeing time as a broken continuum
in need of acknowledgement” (Jencks, 1992b, p.6).
Traditional views in instructional technology are often based on the application of scientific knowledge. Post-modernism,
an alternative paradigm, questions whether science alone offers the best approach to teaching and learning. Post-modernism
holds promise for guiding research and development in instructional technology.; however, its potential contributions to the
field require clarification. Accordingly, cogent definitions of post-modernism have been constructed—from an instructional
technologist's point of view—and implications for the field have been presented to address the concerns of critics. This paper
received the 1999 ETR&D Young Scholar Award and the author notes that the termpost-modern shall be hyphenated to symbolize “the continuation of Modernism and its transcendence” (Jencks, 1995, p. 30).
David Solomon is completing his dissertation in the Instructional Technology program at Wayne State University. In addition
to teaching college students at the secondary and postsecondary levels, he has more than 13 years experience designing, developing,
and implementing instruction and performance improvement solutions for multinational and privately held businesses, and can
be reached. 相似文献
12.
Kathleen L. McFadden Shi-Jie Chen Donna J. Munroe Jay R. Naftzger Evan M. Selinger 《Innovative Higher Education》2011,36(3):161-176
In response to a growing movement within higher education to provide interdisciplinary educational programs, this study describes
the creation of an interdisciplinary graduate certificate program in healthcare policy and management. Building on prior research,
we surveyed healthcare executives to examine their perceptions about the need for such a program and the importance of core
subject areas. Drawing on our findings as well as the literature on “interactional expertise” and “wicked problems,” we provide
a detailed method for launching an interdisciplinary program. Our process may be useful in guiding other institutions interested
in setting up new interdisciplinary programs of their own. 相似文献
13.
Ross A. Perkins Simeon M. Gwayi Paxton A. Zozie Barbara B. Lockee 《Educational technology research and development : ETR & D》2005,53(4):101-108
Conclusion Any discussion of technology as a “tool-only” definition is incomplete. Instructional technology also refers to a systematic
means of solving problems (Reiser, 1987). In the case of Malawi and so many other low-income societies where tools are difficult
to purchase and maintain, one resource that is not in short supply is the number of able and willing people who could themselves
provide solutions to the country's many challenges. The important role of the instructional designer should not be ignored.
Mzuzu University has the benefit of having five trained instructional technologists among its faculty. Increasing the number
of designers with experience in distance teaching and learning would benefit Malawi. The insight provided by people who have
taken instructional design, educational psychology, and related courses, would undoubtedly open minds to new possibilities.
Not only could they guide instructional development for Web-based learning, they could design and offer training on new technologies
as they become available. Although consultants from outside Malawi can offer excellent advice based on their education and
experience, such input is necessarily limited by the lack of a true understanding of contextual issues. The advantage indigenous
designers have, of course, is first-hand knowledge of their own context, which plays a very important role in shaping instructional
decisions (Arias & Clark, 2004; Perkins, 2003; Tessmer & Richey, 1997). Indigenous instructional designers should be called
on first to offer guidance as leaders in ministries and at international funding agencies seeking reasonable solutions to
the challenges to access and growth that lie before them. 相似文献
14.
Fengfeng Ke Christopher Hoadley 《Educational technology research and development : ETR & D》2009,57(4):487-510
This article reviews recent evaluation studies of online learning communities to provide a systematic understanding of how
such communities are evaluated. Forty-two representative studies were selected and categorized into a newly developed taxonomy
of online learning community evaluations. This taxonomy is divided into four components: evaluation purpose, evaluation approach,
measures for evaluation, and evaluation techniques. The findings suggest that it is inappropriate to conceptualize evaluation
of such communities as a one-size-fits-all, generalizable measure of “good” or “bad.” Instead, we recommend a comprehensive,
on-going, diagnostic approach to measuring clusters of indicators, or syndromes, of a particular OLC and examining the causal relation assumed by the evaluators between what is measured and the success
of OLC as an imputed outcome.
Fengfeng Ke is an assistant professor of Instructional Technology in the Organizational Learning and Instructional Technology Program at University of New Mexico. Her research has focused on computer-supported collaborative learning, educational gaming and simulations for instructional purpose. Christopher Hoadley is an associate professor of Educational Communications and Technology at New York University. He designs, builds, and studies ways for computers to enhance collaboration and learning. 相似文献
Christopher HoadleyEmail: |
Fengfeng Ke is an assistant professor of Instructional Technology in the Organizational Learning and Instructional Technology Program at University of New Mexico. Her research has focused on computer-supported collaborative learning, educational gaming and simulations for instructional purpose. Christopher Hoadley is an associate professor of Educational Communications and Technology at New York University. He designs, builds, and studies ways for computers to enhance collaboration and learning. 相似文献
15.
This study analyses the discourse among the teacher and the students, members of three (3) small groups, who learn in the
environment of a stand-alone computer. Two educational environments are examined: the first one, a “virtual laboratory” (Virtual
scale-DELYS) and the second one, a computer modeling environment (ModelsCreator). The ‘Virtual Scale’ environment provides
users with curriculum focused feedback and in that sense it can be categorized as directive. The ModelsCreator environment
provides users merely with a representation of their own conception of curriculum concepts, so it can be categorized as an
open-ended environment. The goal of this research is to exemplify the way the two educational software environments support
(a) the development of collective thinking in peer— and teacher-led discussion and (b) students’ autonomy. The software tools
of the “Virtual scale” along with the resources provided for the problem solving created an educational framework of hypothesis
testing. This framework did not limit the students’ contributions by directing them to give short answers. Moreover, it supported
the students’ initiatives by providing tools, representations and procedures that offered educationally meaningful feedback.
Based on the above results, we discuss a new educationally important structure of software mediation and describe the way
the two software activities resourced collective thinking and students’ initiatives. Finally, for each type of software environment,
we propose certain hypotheses for future research regarding the support of collaborative problem solving. 相似文献
16.
Vygotskian theory and mathematics education: Resolving the conceptual-procedural dichotomy 总被引:1,自引:0,他引:1
Jean Schmittau 《European Journal of Psychology of Education - EJPE》2004,19(1):19-43
The aim of this paper is to demonstrate that in spite of some superficial similarities the current mathematics reform in the
US based on constructivist principles differs substantially from mathematical education based on Vygotskian cultural-historical
theory (V.V. Davydov’s mathematics program), and to illustrate the manner in which Davydov’s program virtually obliterates
the conceptual-procedural division that has fueled the current “math wars”. Both constructivism and Davydov’s approach emphasize
the active character of students’ acquisition of mathematical concepts. Constructivists, however, begin the instructional
process from the children’s preexistent concepts while Vygotskians reorient it toward acquisition of what Vygotsky defined
as “scientific” rather than “spontaneous, everyday” concepts. A three-year study of the implementation of Davydov’s elementary
mathematics program in a school setting in the US found that the American children overcame the initial challenges of the
program, consistently resolved computational errors conceptually, and finally demonstrated the ability to solve high school
level mathematics problems. The curriculum appeared to foster the development of theoretical thinking, an explicit goal of
Davydov’s program, which constitutes its major value and educational significance. 相似文献
17.
After decades of research endorsing inquiry-based learning, at best only moderate success has been noted in creating effective
systemic implementation in K-12 classrooms. Thus, teachers need to be better equipped in how to bring this transformation
to their own classrooms. Changing beliefs and overcoming external obstacles encourages the use of inquiry, but a clear, yet
dynamic, instructional model is also needed for teachers to see the potential of inquiry-based instruction. The proposed 4E × 2
(read “4E by 2”) Instructional Model provides such a model for learning that links strong conceptual understanding of content
with inquiry learning experiences. The 4E × 2 Model integrates what we know and understand about inquiry-based teaching and
learning with effective assessment and metacognitive reflection. These three constructs, formative assessment, inquiry instructional
models, and metacognitive reflection, are foundational to the Model. A synthesis of research tied to these three constructs
provides the justification of both the need for and the value of such a model. An argument for the formation of the 4E × 2
Instructional Model is made based on the coherence and the resulting synergy that occurs when these three learning constructs
are united. 相似文献
18.
Min-hui Qian 《Frontiers of Education in China》2006,1(4):549-566
Within the sphere of contemporary social sciences, the terms “modernity,” “post-modernity” and “globalization” have penetrated,
as the core concepts, into various fields of social sciences in a logical way. In constituting the concept of “modernity,”
sociology of education develops the educational theory, as sociological theory does, into a “grand narrative” and “foundationalist”
theory; the contribution of post-modernity is pluralism and self-examination in an attempt to transcend modernity. Globalization,
a kind of expanded modernity, makes education sociologists broaden their perspective from single and traditional “nationality,”
“society” and “nation” to an international society and even to the global society, which has broken through the research paradigm
of modernity with ethnocentrism, anthropocentrism and Euro-centrism. These changes have required urgent constitution of the
conceptions and theoretical frameworks of sociology of education to be applied on a global level.
__________
Translated from Peking University Education Review, 2006 (1) 相似文献
19.
“HPT has had a significant impact on the instructional design and technology field.”
Cynthia Conn is working on her Ph.D. in educational technology at the University of Northern Colorado
Jacqueline Gitonga is currently working on her Ph.D. in human resource education at the University of Illinois at Urbana-Champaign.
Her research interests are in training and development, instructional design and human performance technology. 相似文献
20.
Gerald Wangenge-Ouma 《Higher Education》2012,64(6):831-844
The funding of higher education in South Africa has in the recent past been a subject of animated debate. This debate has ranged from the adequacy of government funding of higher education, the suitability of the funding framework, to protestations against frequent tuition fee increases. At present, the debate is mainly about “free” higher education. Unlike most African countries, South Africa has an established history of cost sharing. But, for a while now, students, especially Black students, have been demanding tuition free higher education even though the country has a student financial aid scheme to support talented but poor students. The demands for tuition free higher education suggest, among others, the possible existence of financial barriers to higher educational opportunities. This paper is a sequel to the debate on free higher education in South Africa. It seeks, in the main, to understand and examine the rationale and drivers for the students’ demand for “free” higher education. What are the financial barriers to higher educational opportunities that the current funding architecture has failed to address? Secondly, why are students demanding free higher education when there is a scheme to support talented but poor students? Is cost sharing inconsistent with the country’s post-apartheid transformation policy in higher education? Finally, is “free” higher education the panacea to the access and participation challenges facing Black students? 相似文献