A case study of long‐term engagement and identity‐in‐practice: Insights into the STEM pathways of four underrepresented youths     

Jrne Rahm  John C. Moore 《科学教学研究杂志》2016,53(5):768-801

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Orthographic processing and visual sequential memory in unexpectedly poor spellers     

Virginia M. Holmes  Aisling M. Malone  Holly Redenbach 《Journal of Research in Reading》2008,31(1):136-156

Does unexpectedly poor spelling in adults result from inferior visual sequential memory? In one experiment, unexpectedly poor spellers performed significantly worse than better spellers in the immediate reproduction of sequences of visual symbols, but in a second experiment, the effect was not replicated. Poor spellers were also no worse at the immediate recognition of symbol sequences. Overall, the results indicate that inferior visual memory is not characteristic of unexpectedly poor spellers. However, they do have less efficient orthographic processing skill: they were significantly slower and more error prone than better spellers at classifying both regularly and strangely spelt words, as well as at detecting letter transpositions in long words. They can thus be considered as subtly worse word readers than better spellers. While the findings question the notion of unexpectedly poor spelling in relation to normal adults, they provide confirmation of the intimate relationship between reading and spelling processes.  相似文献   

Evaluating an improved quality preschool program in rural Bangladesh     

Anna C. Moore  Sadika Akhter  Frances E. Aboud 《International Journal of Educational Development》2008

An important goal of education in developing countries is to implement and improve early childhood education. A pre–post intervention–control design was used to compare a piloted-revised versus a regular preschool program offered by an organization in rural Bangladesh. After 7 months in operation, the quality of the piloted-revised program was higher than the regular program, though the regular program had also improved. Children attending pilot preschools made greater gains than children attending regular preschools on most outcome measures. Action research was conducted alongside the quantitative evaluation to study the process of the implementation and to identify areas for further improvement.  相似文献   

Exactly returning boomerangs     

Mont Hubbard  Anthony L. Moore 《Sports Engineering》2014,17(4):197-206

Differential equations of motion of a boomerang can be integrated numerically given its aerodynamic and inertial properties and initial conditions. We use the dynamic model and experimental aerodynamic data of a typical boomerang in still air studied by Hess (Boomerangs, aerodynamics and motion. PhD thesis, University of Groningen, 1975). The trajectory size and shape are well-defined functions of five initial conditions. Beginning with a nominal guessed set, an iterative search finds release conditions that result in exact return. The distance to the point on the trajectory closest to the desired return point and its gradient with respect to the release conditions are calculated. Release conditions are then modified iteratively using Newton’s method to decrease the miss distance. Exact return conditions are presented for constant values of initial angle of attack and advance ratio. A variant of the algorithm calculates release conditions that ensure return at “turnaround” where the speed is lowest and thus catching is easiest. Although in general the set of exact return release conditions is five dimensional, it is thin in the sense that certain variables must lie in a fairly narrow range. Some initial conditions are more easily modified than others, accounting for the not-inconsiderable skill required to achieve exact return in practice. A discussion is also included of the stable asymptotic helical attractor approached by the boomerang after turnaround.  相似文献   

Decision making by humans in a behavioral task: Do humans, like pigeons, show suboptimal choice?     

Mikael Molet  Holly C. Miller  Jennifer R. Laude  Chelsea Kirk  Brandon Manning  Thomas R. Zentall 《Learning & behavior》2012,40(4):439-447

Consistent with human gambling behavior but contrary to optimal foraging theory, pigeons show a strong preference for an alternative with low probability and high payoff (a gambling-like alternative) over an alternative with a greater net payoff (Zentall & Stagner, Proceedings of the Royal Society B, 278, 1203-1208, 2011). In the present research, we asked whether humans would show suboptimal choice on a task involving choices with probabilities similar to those for pigeons. In Experiment 1, when we selected participants on the basis of their self-reported gambling activities, we found a significantly greater choice of the alternative involving low probability and high payoff (gambling-like alternative) than for a group that reported an absence of gambling activity. In Experiment 2, we found that when the inhibiting abilities of typical humans were impaired by a self-regulatory depletion manipulation, they were more likely to choose the gambling-like alternative. Taken together, the results suggest that this task is suitable for the comparative study of suboptimal decision-making behavior and the mechanisms that underlie it.  相似文献   

Concepts and tools for developing the performance improvement “expert of the future”     

Holly Burkett 《Performance Improvement》2011,50(7):2-2

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Pomegranate or grenade? Deleuze and Guattari's deterritorialization in the contemporary poetry of Patricia Smith and Jamaal May     

Holly Eva Allen 《Journal of American culture (Malden, Mass. : 2003)》2023,46(3):209-214

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HP strategies for system alignment and renewal     

Holly Burkett 《Performance Improvement》2009,48(1):2-2

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REGIS—A Computerized Museum Registration System     

Jeffrey M. Neff  Holly M. Chaffee 《Curator: The Museum Journal》1977,20(1):32-41

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The role of design ethics in maintaining students' privacy: A call to action to learning designers in higher education     

Ahmed Lachheb  Victoria Abramenka-Lachheb  Stephanie Moore  Colin Gray 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1653-1670

Maintaining students' privacy in higher education, an integral aspect of learning design and technology integration, is not only a matter of policy and law but also a matter of design ethics. Similar to faculty educators, learning designers in higher education play a vital role in maintaining students' privacy by designing learning experiences that rely on online technology integration. Like other professional designers, they need to care for the humans they design for by not producing designs that infringe on their privacy, thus, not causing harm. Recognizing that widely used instructional design models are silent on the topic and do not address ethical considerations such as privacy, we focus this paper on how design ethics can be leveraged by learning designers in higher education in a practical manner, illustrated through authentic examples. We highlight where the ethical responsibility of learning designers comes into the foreground when maintaining students' privacy and well-being, especially in online settings. We outline an existing ethical decision-making framework and show how learning designers can use it as a call to action to protect the students they design for, strengthening their ethical design capacity.

Practitioner notes

What is already known about this topic

• Existing codes of ethical standards from well-known learning design organizations call upon learning designers to protect students' privacy without clear guidance on how to do so.
• Design ethics within learning design is often discussed in abstract ways with principles that are difficult to apply.
• Most, if not all, design models that learning design professionals have learned are either silent on design ethics and/or do not consider ethics as a valid dimension, thus, making design ethics mostly excluded from learning design graduate programs.
• Practical means for engaging in ethical design practice are scarce in the field.

What this paper adds

• A call for learning designers in higher education to maintain and protect students' privacy and well-being, strengthening their ethical design capacity.
• A demonstration of how to use a practical ethical decision-making framework as a designerly tool in designing for learning to maintain and protect students' privacy and well-being.
• Authentic examples—in the form of vignettes—of ethical dilemmas/issues that learning designers in higher education could face, focused on students' privacy.
• Methods—using a practical ethical decision-making framework—for learning design professionals in higher education, grounded in the philosophy of designers as the guarantors of designs, to be employed to detect situations where students' privacy and best interests are at risk.
• A demonstration of how learning designers could make stellar design decisions in service to the students they design for and not to the priorities of other design stakeholders.

Implications for practice and/or policy

• Higher education programs/institutions that prepare/employ learning designers ought to treat the topics of the designer's responsibility and design ethics more explicitly and practically as one of the means to maintain and protect students' privacy, in addition to law and policies.
• Learning designers in higher education ought to hold a powerful position in their professional practice to maintain and protect students' privacy and well-being, as an important aspect of their ethical design responsibilities.
• Learning designers in higher education ought to adopt a design thinking mindset in order to protect students' privacy by (1) challenging ideas and assumptions regarding technology integration in general and (2) detecting what is known in User Experience (UX) design as “dark patterns” in online course design.

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