The LINDSAY Virtual Human Project: An immersive approach to anatomy and physiology     

Janet K. Tworek  Heather A. Jamniczky  Christian Jacob  Benedikt Hallgrímsson  Bruce Wright 《Anatomical sciences education》2013,6(1):19-28

The increasing number of digital anatomy teaching software packages challenges anatomy educators on how to best integrate these tools for teaching and learning. Realistically, there exists a complex interplay of design, implementation, politics, and learning needs in the development and integration of software for education, each of which may be further amplified by the somewhat siloed roles of programmers, faculty, and students. LINDSAY Presenter is newly designed software that permits faculty and students to model and manipulate three‐dimensional anatomy presentations and images, while including embedded quizzes, links, and text‐based content. A validated tool measuring impact across pedagogy, resources, interactivity, freedom, granularity, and factors outside the immediate learning event was used in conjunction with observation, field notes, and focus groups to critically examine the impact of attitudes and perceptions of all stakeholders in the early implementation of LINDSAY Presenter before and after a three‐week trial period with the software. Results demonstrate that external, personal media usage, along with students' awareness of the need to apply anatomy to clinical professional situations drove expectations of LINDSAY Presenter. A focus on the software over learning, which can be expected during initial orientation, surprisingly remained after three weeks of use. The time‐intensive investment required to create learning content is a detractor from user‐generated content and may reflect the consumption nature of other forms of digital learning. Early excitement over new technologies needs to be tempered with clear understanding of what learning is afforded, and how these constructively support future application and integration into professional practice. Anat Sci Educ. © 2012 American Association of Anatomists.  相似文献   

Introduction: The Summer Olympics of 1912     

Christian Widholm 《国际体育史杂志》2014,31(5):509-515

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On the potential for using immersive virtual environments to support laboratory experiment contextualisation     

Tania Machet  David Lowe  Christian Gütl 《European Journal of Engineering Education》2012,37(6):527-540

This paper explores the hypothesis that embedding a laboratory activity into a virtual environment can provide a richer experimental context and hence improve the understanding of the relationship between a theoretical model and the real world, particularly in terms of the model's strengths and weaknesses. While an identified learning objective of laboratories is to support the understanding of the relationship between models and reality, the paper illustrates that this understanding is hindered by inherently limited experiments and that there is scope for improvement. Despite the contextualisation of learning activities having been shown to support learning objectives in many fields, there is traditionally little contextual information presented during laboratory experimentation. The paper argues that the enhancing laboratory activity with contextual information affords an opportunity to improve students’ understanding of the relationship between the theoretical model and the experiment (which is effectively a proxy for the complex real world), thereby improving their understanding of the relationship between the model and reality. The authors propose that these improvements can be achieved by setting remote laboratories within context-rich virtual worlds.  相似文献   

Contextual e-learning evaluation: A preliminary framework     

Christian Voigt  Paula Swatman 《Learning, Media and Technology》2004,29(3):175-187

The evaluation of solutions is a major unresolved issue for all those involved in e-learning. In this paper we illustrate the importance of context by means of a qualitative comparison of two e-learning prototype implementations--an action research case undertaken in conjunction with a major German insurance company; and a more experimental approach undertaken during an undergraduate university course, where a variety of learning strategies were tested. Despite the apparent difference of the two prototypes, we believe that evaluators from both sides can learn from one another's experiences--and that the differences lie in the ranking of the evaluation categories, rather than in their in/exclusion. We conclude that we can learn from other evaluation projects--not in terms of operational evaluation criteria, but in terms of understanding evaluation categories and their integrated nature within the e-learning organisation.  相似文献   

The Performance of German Motion Pictures,Profits and Subsidies: Some Empirical Evidence     

Christian Jansen 《Journal of Cultural Economics》2005,29(3):191-212

This paper pursues three objectives. First, it seeks to identify the determinants of performance of German motion pictures in terms of cinema admissions and producers’ rates of return. Second, against the background of heavy subsidization of the German film industry, it discusses two types of subsidy allocation: committee principle allocation and reference principle allocation. Third, the profitability of the industry is considered as the presumed economic non-viability of the industry constantly recurs in the public debate as an argument for subsidies.  相似文献   

The culture of learning from mistakes: How employees handle mistakes in everyday work     

Christian Harteis  Johannes Bauer  Hans Gruber 《International Journal of Educational Research》2008,47(4):223-231

Workplace learning circumscribes processes leading to the development of competencies and skills through daily work. It is of increasing importance for many modern enterprises, which consider themselves as being learning organisations, to make use of the potential of their employees in order to be competitive within global markets. Dealing with mistakes is a particular strategic source of workplace learning for such organisations, because contemporary work often is so complex that mistakes cannot be avoided. A workplace culture of learning from mistakes stands to maximise them as effective learning experiences. Two empirical studies were conducted in order to investigate conditions of learning from mistakes in everyday work in modern enterprises. Study 1 assessed the role of individual mistake orientation using a questionnaire. Through the comparison of 52 managers and 108 working staff members the variability of learning from mistakes was investigated. Study 2 assessed how communities of practice deal with mistakes and what is done to prevent them occurring in future. Semi-structured interviews were conducted with 28 subjects, 14 managers and 14 working staff members. Study 1 revealed a greater appraisal of mistakes as opportunities for learning by managers, but no differences in related strategies and emotions. Study 2 revealed that mistakes are constructively dealt with, and that they are appraised as learning opportunities. Both studies indicate the presence of a culture of learning from mistakes in everyday work. Conclusions are drawn about organisational and personal prerequisites for this kind of workplace learning.  相似文献   

Instructional Quality Features in Videotaped Biology Lessons: Content-Independent Description of Characteristics     

Dorfner  Tobias  Förtsch  Christian  Boone  William  Neuhaus  Birgit J. 《Research in Science Education》2019,49(5):1457-1491

Research in Science Education - A number of studies on single instructional quality features have been reported for mathematics and science instruction. For summarizing single instructional quality...  相似文献   

Improving Students’ Information Problem-Solving Skills on the Web Through Explicit Instruction and the Use of Customized Search Software     

Andrea Ibieta  J. Enrique Hinostroza  Christian Labbé 《Journal of Research on Technology in Education》2019,51(3):217-238

Abstract

Research shows that students face a range of difficulties when using the Internet to solve information problems. Using a quasi-experimental design, we tested a strategy to improve Chilean 10th graders’ skills for information problem solving using the Internet (IPS-I). The intervention was based on a workshop in which students learned IPS-I strategies and solved information problems using a customized Internet search software package. Results showed that members of the experimental group changed their search behavior and improved the quality of their products. However, no correlation between the number of search actions and product quality was found. Based on this, we highlight the potential of combining teaching strategies to improve specific search skills and the use of customized search tools with embedded functionalities that foster good search techniques.  相似文献   

Sleep monitoring of a six-day microcycle in strength and high-intensity training     

Sarah Kölling  Thimo Wiewelhove  Christian Raeder  Stefan Endler  Alexander Ferrauti  Tim Meyer 《European Journal of Sport Science》2016,16(5):507-515

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Post-warmup strategies to maintain body temperature and physical performance in professional rugby union players     

Daniel J. West  Mark Russell  Richard M. Bracken  Christian J. Cook  Tibault Giroud  Liam P. Kilduff 《Journal of sports sciences》2016,34(2):110-115

We compared the effects of using passive-heat maintenance, explosive activity or a combination of both strategies during the post-warmup recovery time on physical performance. After a standardised warmup, 16 professional rugby union players, in a randomised design, completed a counter-movement jump (peak power output) before resting for 20 min and wearing normal-training attire (CON), wearing a passive heat maintenance (PHM) jacket, wearing normal attire and performing 3 × 5 CMJ (with a 20% body mass load) after 12 min of recovery (neuromuscular function, NMF), or combining PHM and NMF (COMB). After 20 min, participants completed further counter-movement jump and a repeated sprint protocol. Core temperature (T_core) was measured at baseline, post-warmup and post-20 min. After 20 min of recovery, T_core was significantly lower under CON and NMF, when compared with both PHM and COMB (P < 0.05); PHM and COMB were similar. Peak power output had declined from post-warmup under all conditions (P < 0.001); however, the drop was less in COMB versus all other conditions (P < 0.05). Repeated sprint performance was significantly better under COMB when compared to all other conditions. Combining PHM with NMF priming attenuates the post-warmup decline in T_core and can positively influence physical performance in professional rugby union players.  相似文献