Are quiz-games an effective revision tool in Anatomical Sciences for Higher Education and what do students think of them?     

Kate Wilkinson  George Dafoulas  Hemda Garelick  Christian Huyck 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(3):761-777

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A professional development model to facilitate teacher adoption of interactive,immersive digital games for classroom learning     

Colleen Stieler-Hunt  Christian Jones 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):264-279

The benefits of using digital games in the curriculum are well documented in literature. Most teachers who use digital games use short-form drill-and-practice learning games rather than the kinds of games most students would choose to play in their free time. The use of more interactive, immersive digital games (IDGs) in classrooms tends to be sporadic, dependent upon the enthusiasm and ingenuity of individual teachers. Previous studies have indicated that many teachers have concerns about using digital games in classrooms and have difficulties knowing how to best use digital games. This qualitative study presents a professional development model for teachers that was inductively derived through analysing in-depth, semi-structured interviews with 13 educators who have used digital games in the classroom. Implementing this model can help teachers develop attitudes and skills necessary to meaningfully use interactive, IDGs in their classrooms. Evidence suggests that a mentor should have a strong understanding of how to use digital games effectively in classrooms, work with small cohorts of teachers to collegially plan the use of digital games within a unit of class work, trial the unit of work with a small number of enthusiastic teachers, and then implement it with the remaining teachers. This approach is based on interviews with educators who have successfully mentored teachers in their schools to use interactive, IDGs in their classrooms. These educators encountered little resistance from their teaching colleagues. Their approach further supported teachers who were open to the possibilities of using digital games in their classrooms.  相似文献   

A Sketch of the History of the Treatment of Chlorosis with Iron     

Henry A. Christian 《Journal of the Medical Library Association》1903,1(3):176-180

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Publication Services at the University Library Graz: A New Venture,a New Role     

Clara Ginther  Karin Lackner  Christian Kaier 《New Review of Academic Librarianship》2017,23(2-3):136-147

ABSTRACT

Establishing Publication Services in the library at the University of Graz did more than broaden the service portfolio of the library. A convergence of expertise at the library, needs of researchers at the university, and ongoing changes in scholarly communication also contributed to the evolution of the library's role and profile. The new services offer first-level support for matters pertaining to scholarly publishing and communications. Furthermore, Publication Services has developed into a knowledge sharing platform, extending beyond the library to other administrative departments and creating a community of practice.  相似文献   

Cinematic Rendering in Anatomy: A Crossover Study Comparing a Novel 3D Reconstruction Technique to Conventional Computed Tomography     

Johannes S. Binder  Michael Scholz  Stephan Ellmann  Michael Uder  Robert Grützmann  Georg F. Weber  Christian Krautz 《Anatomical sciences education》2021,14(1):22-31

Integration of medical imaging into preclinical anatomy courses is already underway in many medical schools. However, interpretation of two-dimensional grayscale images is difficult and conventional volume rendering techniques provide only images of limited quality. In this regard, a more photorealistic visualization provided by Cinematic Rendering (CR) may be more suitable for anatomical education. A randomized, two-period crossover study was conducted from July to December 2018, at the University Hospital of Erlangen, Germany to compare CR and conventional computed tomography (CT) imaging for speed and comprehension of anatomy. Sixteen students were randomized into two assessment sequences. During each assessment period, participants had to answer 15 anatomy-related questions that were divided into three categories: parenchymal, musculoskeletal, and vascular anatomy. After a washout period of 14 days, assessments were crossed over to the respective second reconstruction technique. The mean interperiod differences for the time to answer differed significantly between the CR–CT sequence (−204.21 ± 156.0 seconds) and the CT–CR sequence (243.33 ± 113.83 seconds; P < 0.001). Overall time reduction by CR was 65.56%. Cinematic Rendering visualization of musculoskeletal and vascular anatomy was higher rated compared to CT visualization (P < 0.001 and P = 0.003), whereas CT visualization of parenchymal anatomy received a higher scoring than CR visualization (P < 0.001). No carryover effects were observed. A questionnaire revealed that students consider CR to be beneficial for medical education. These results suggest that CR has a potential to enhance knowledge acquisition and transfer from medical imaging data in medical education.  相似文献   

The relationship among achievement goals,standardized test scores,and elementary students’ focus in school          下载免费PDF全文

Martin H. Jones  Christian E. Mueller 《Psychology in the schools》2017,54(9):979-990

The study examined whether an academic, social, or both an academic and social focus might relate with achievement goals and academic achievement. Participants were 412 urban elementary school students. Results suggest that students with an academic focus toward school have more mastery‐approach and less mastery‐avoid achievement goals. Academic achievement (standardized test scores) did not relate with boys’ or girls’ focus toward school. These findings suggest that academic motivation, but not achievement, correspond with self‐perceptions of school as being a place to learn or school as a place for social interactions.  相似文献   

Families' digital media use: Intentions,rules and activities     

Lars Eichen  Sigrid Hackl-Wimmer  Marina Tanja Waltraud Eglmaier  Helmut Karl Lackner  Manuela Paechter  Karoline Rettenbacher  Christian Rominger  Catherine Walter-Laager 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(6):2162-2177

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Innovation Networks: Theory and Practice: Andreas Pyka, Günter Küppers (Eds.), Edward Elgar, Cheltenham, 2002, 223 pp., £55.00, ISBN: 1-843760401     

Christian DeBresson 《Research Policy》2004,33(5):842-844

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Software vulnerability due to practical drift     

Christian V. Lundestad  Anique Hommels 《Ethics and Information Technology》2007,9(2):89-100

The proliferation of information and communication technologies (ICTs) into all aspects of life poses unique ethical challenges as our modern societies become increasingly dependent on the flawless operation of these technologies. As we increasingly entrust our privacy, our well-being and our lives to an ever greater number of computers we need to look more closely at the risks and ethical implications of these developments. By emphasising the vulnerability of software and the practice of professional software developers, we want to make clear the ethical aspects of producing potentially flawed software. This paper outlines some of the vulnerabilities associated with software systems and identifies a number of social and organisational factors affecting software developers and contributing to these vulnerabilities. Scott A. Snook’s theory of practical drift is used as the basis for our analysis. We show that this theory, originally developed to explain the failure of a military organisation, can be used to understand how professional software developers “drift away” from procedures and processes designed to ensure quality and prevent software vulnerability. Based on interviews with software developers in two Norwegian companies we identify two areas where social factors compel software developers to drift away from a global set of rules constituting software development processes and methods. Issues of pleasure and control and difference in mental models contribute to an uncoupling from established practices designed to guarantee the reliability of software and thus diminish its vulnerability.  相似文献   

Disentangling intensity from breadth of science interest: What predicts learning behaviors?     

Meghan Bathgate  Christian Schunn 《Instructional Science》2016,44(5):423-440

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