Collective design of an e-textbook: teachers’ collective documentation     

Ghislaine Gueudet  Birgit Pepin  Hussein Sabra  Luc Trouche 《Journal of Mathematics Teacher Education》2016,19(2-3):187-203

In this study, we investigated design processes in teacher collectives, which have been made possible by new “digital” opportunities: platforms, discussion lists, etc. The object of our study is the French Sésamath teacher association and its design of a grade 10 e-textbook, more precisely the design of the “functions” chapter. We analysed it with two theoretical lenses: the documentational approach and cultural-historical activity theory. We studied the activity system of a community of teachers designing an e-textbook. At macro-level, we observed a change of objects of the activities: from designing a “toolkit” for mathematics teachers; to interactive exercises; and finally to a more “classical e-textbook”. At micro-level, we analysed the development of collective documents by the community, combining resources and schemes.  相似文献   

<Emphasis Type="Italic">CHEMnet</Emphasis>—Structure,Design, and Evaluation of an Online Chemistry Course     

Sabine?NickEmail author  Judith?Andresen  Birgit?Lübker  Luzie?Thumm 《Journal of Science Education and Technology》2003,12(3):333-341

In order to contribute some aspects regarding the optimization of multimedia learning environments, we have developed a chemistry lecture that is called CHEMnet and provide it for free via the internet. As an introduction to general and inorganic chemistry, CHEMnet is directed to first year university students as well as to high school students. We plan to attain some information on the use and efficiency of multimedia teaching and learning software with CHEMnet. The structure and features of CHEMnet and numbers and characteristics of its use are represented in this article.  相似文献   

KING,Kenneth and McGRATH,Simon. 2002. Globalisation,Enterprise and Knowledge: Education,Training and Development in Africa     

Brock-Utne  Birgit 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(3-4):385-401

International Review of Education -  相似文献   

Book Reviews     

Brock-Utne  Birgit 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(5):545-558

International Review of Education -  相似文献   

Europe Experiments with Multimedia: An Overview of Social Experiments and Trials     

Birgit Jaeger  Roger S. Slack  Robin Williams 《The Information Society》2000,16(4):277-301

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A functional look at goal orientations: Their role for self-estimates of intelligence and performance     

Tanja Bipp  Ricarda Steinmayr  Birgit Spinath 《Learning and individual differences》2012,22(3):280-289

Building on the notion that motivation energizes and directs resources in achievement situations, we argue that goal orientations affect perceptions of own intelligence and that the effect of goals on performance is partly mediated by self-estimates of intelligence. Studies 1 (n = 89) and 2 (n = 165) investigated the association of goal orientations and self-estimated intelligence in university-student samples. Study 3 (n = 164) tested an integrated model of goal orientations and self-estimated intelligence to predict school performance. Goal orientations explained 7 to 11% of the variance in self-estimated intelligence (controlling for gender, age, and psychometric intelligence). Persons with high performance-approach goals consistently overestimated and persons holding high performance-avoidance goals underestimated their intelligence. Performance goals affected academic performance indirectly via self-estimated intelligence, whereas learning goals were directly related to performance. Findings are discussed regarding their importance for the understanding of the function of motivation and ability self-perceptions for performance.  相似文献   

Measuring Teaching Effectiveness: Correspondence Between Students’ Evaluations of Teaching and Different Measures of Student Learning     

Sebastian Stehle  Birgit Spinath  Martina Kadmon 《Research in higher education》2012,53(8):888-904

Relating students?? evaluations of teaching (SETs) to student learning as an approach to validate SETs has produced inconsistent results. The present study tested the hypothesis that the strength of association of SETs and student learning varies with the criteria used to indicate student learning. A multisection validity approach was employed to investigate the association of SETs and two different criteria of student learning, a multiple-choice test and a practical examination. Participants were N?=?883 medical students, enrolled in k?=?32 sections of the same course. As expected, results showed a strong positive association between SETs and the practical examination but no significant correlation between SETs and multiple-choice test scores. Furthermore, students?? subjective perception of learning significantly correlated with the practical examination score whereas no relation was found for subjective learning and the multiple choice test. It is discussed whether these results might be due to different measures of student learning varying in the degree to which they reflect teaching effectiveness.  相似文献   

Education,Indigenous knowledges,and development in the global South: Contesting knowledges for a sustainable future     

Birgit Brock-Utne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(6):809-811

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The relative age effect among female Brazilian youth volleyball players     

Okazaki FH  Keller B  Fontana FE  Gallagher JD 《Research quarterly for exercise and sport》2011,82(1):135-139

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Dissertationen     

Andreas Wannagat  Birgit Vogel-Heuser 《Informatik - Forschung und Entwicklung》2002,17(1):48-50

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