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131.
Ann Rippin Charles Booth Stuart Bowie Judith Jordan 《Teaching in Higher Education》2013,18(4):429-441
The case method is a definitive and foundational technology in business education. It was first developed as a vocational training tool equipping students for future employment. In this conception, the organisation was seen as a machine, and managers as the engineers who would maintain it through planned interventions. The case method allowed aspiring managers to practise intervention skills in a safe environment. Since the origins of the case method in US business schools before the First World War, conceptions of organisations have moved on. They are no longer seen as machine-like, but as complex, ambiguous, and protean. The 'wicked' problems that potential managers will face in an uncertain world require the development of critical thinking and sensemaking abilities. While the traditional approach to the case continues, its use as a vehicle to explore and manage complexity and ambiguity is emerging, although this is facing resistance from some students and staff. 相似文献
132.
Peggy A. Ertmer Donald A. Stepich Cindy S. York Ann Stickman Xuemei Wu Stacey Zurek Yuksel Goktas 《Performance Improvement Quarterly》2008,21(1):17-42
This study examined how instructional design (ID) experts used their prior knowledge and previous experiences to solve an ill‐structured instructional design problem. Seven experienced designers used a think‐aloud procedure to articulate their problem‐solving processes while reading a case narrative. Results, presented in the form of four assertions, showed that experts (1) narrowed the problem space by identifying key design challenges, (2) used an amalgam of knowledge and experience to interpret the problem situation, (3) incorporated a mental model of the ID process in their problem analyses, and (4) came to similar conclusions about how to respond to the situation, despite differences in their initial conceptualizations. Implications for educating novice instructional designers are discussed. 相似文献
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Ann Bailey James Funk David Lessley Chris Sherwood Jeff Crandall William Neale 《Sports biomechanics / International Society of Biomechanics in Sports》2020,19(5):678-700
ABSTRACT Professional American football games are recorded in digital video with multiple cameras, often at high resolution and high frame rates. The purpose of this study was to evaluate the accuracy of a videogrammetry technique to calculate translational and rotational helmet velocity before, during and after a helmet impact. In total, 10 football impacts were staged in a National Football League (NFL) stadium by propelling helmeted 50th percentile male crash test dummies into each other or the ground at speeds and orientations representative of concussive impacts for NFL players. The tests were recorded by experienced sports film crews to obtain video coverage and quality typically available for NFL games. A videogrammetry procedure was used to track the position and rotation of the helmet throughout the relevant time interval of the head impact. Compared with rigidly mounted retroreflective marker three dimensional (3-D) motion tracking that was concurrently collected in the experiments, videogrammetry accurately calculated changes in translational and rotational velocity of the helmet using high frame rate (two cameras at 240 Hz) video (7% and 15% error, respectively). Low frame rate (2 cameras at 60 Hz) video was adequate for calculating pre-impact translational velocity but not for calculating the translational or rotational velocity change of the helmet during impact. 相似文献
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Teachers can at times view behavioural intervention procedures as time-consuming. Thus, socially-valid classroom-based interventions are a critical component to behavioural success. This study examined the effects of traditional behavioural interventions with two kindergarten students presenting with challenging behaviours, including aggression, tantrums and noncompliance. Notably, it was found that traditional behavioural procedures were not sufficient to substantially reduce the behaviours alone. Therefore, a relationship-building component was added to target positive student-teacher relationships. Student outcomes resulted in a significant reduction in challenging behaviour as well as teacher-reported behaviours showing a reduction across all measured periods. Ongoing teacher consultation, increased student-teacher relationships (STRs) and use of effective classroom management strategies are necessary for effective models of behaviour support. 相似文献
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Jo Ann F. Murphy 《图书馆管理杂志》2017,57(7):742-757
In 2015, student learning programs at the University of Saskatchewan moved organizationally to the university library. While these services resided physically in the library as part of the Learning Commons partnership, this recent change presents the library with a new focus and responsibility for broader student learning support and academic skill development. Highlighting examples of organizational integration of student learning support, this article uses a proximity perspective, suggesting that geographical proximity of services in the learning commons does not go far enough to achieve the deeper collaboration and integration necessary for holistic and integrated learning, and that organizational proximity is needed. 相似文献
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