Editorial     

Haake  S. J.  Mather  J. S. B. 《Sports Engineering》2003,6(2):65-65

Sports Engineering -  相似文献   

In Search of ‘Mode 2’: the Nature of Knowledge Production in Norway     

Gulbrandsen  Magnus  Langfeldt  Liv 《Minerva》2004,42(3):237-250

This article investigates the contention that we are seeing the emergence of new forms of knowledge production, transforming the expectations and assessment of fundamental research. We examine three dimensions in the assessment of research. Our studies show little evidence of any significant change in practice in the three sectors in which research is undertaken in Norway.  相似文献   

Implicit sequence learning is preserved in dyslexic children     

Filomena Inácio  Luís Faísca  Christian Forkstam  Susana Araújo  Inês Bramão  Alexandra Reis  Karl Magnus Petersson 《Annals of dyslexia》2018,68(1):1-14

This study investigates the implicit sequence learning abilities of dyslexic children using an artificial grammar learning task with an extended exposure period. Twenty children with developmental dyslexia participated in the study and were matched with two control groups—one matched for age and other for reading skills. During 3 days, all participants performed an acquisition task, where they were exposed to colored geometrical forms sequences with an underlying grammatical structure. On the last day, after the acquisition task, participants were tested in a grammaticality classification task. Implicit sequence learning was present in dyslexic children, as well as in both control groups, and no differences between groups were observed. These results suggest that implicit learning deficits per se cannot explain the characteristic reading difficulties of the dyslexics.  相似文献   

Can virtual environments enhance the learning of historical chronology?     

Nigel Foreman  Stephen Boyd-Davis  Magnus Moar  Liliya Korallo  Emma Chappell 《Instructional Science》2008,36(2):155-173

Historical time and chronological sequence are usually conveyed to pupils via the presentation of semantic information on printed worksheets, events being rote-memorised according to date. We explored the use of virtual environments in which successive historical events were depicted as “places” in time–space, encountered sequentially in a fly-through. Testing was via “Which came first, X or Y?” questions and picture-ordering. University undergraduates experiencing the history of an imaginary planet performed better after a VE than after viewing a “washing line” of sequential images, or captions alone, especially for items in intermediate list positions. However, secondary children 11–14 years remembered no more about successive events in feudal England when they were presented virtually compared with either paper picture or 2-D computer graphic conditions. Primary children 7–9 years learned more about historical sequence after studying a series of paper images, compared with either VE or computer graphic conditions, remembering more in early/intermediate list positions. Reasons for the discrepant results are discussed and future possible uses of VEs in the teaching of chronology assessed.  相似文献   

Peer review of laboratory reports for engineering students     

Magnus Andersson  Maria Weurlander 《European Journal of Engineering Education》2019,44(3):417-428

ABSTRACT

Here, we present a module to introduce student peer review of laboratory reports to engineering students. Our findings show that students were positive and felt that they had learnt quite a lot from this experience. The most important part of the module was the classification scheme. The scheme was constructed to mimic the way an expert would argue when making a fair judgement of a laboratory report. Hence, our results may suggest that the success of the module design comes from actively engaging students in work that is more related to ‘arguing like an expert’ than to only supply feedback to peers, which in such a case would implicate a somewhat new direction for feedback research. For practitioners, our study suggests that important issues to consider in the design are (i) a clear and understandable evaluation framework, (ii) anonymity in the peer-review process and (iii) a small external motivation.  相似文献   

The industrialization of the mind     

Hans Magnus Enzensberger 《The Urban Review》1975,8(1):68-75

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Opening dimensions of variation: An empirical study of learning in a Web-based discussion     

Booth  Shirley  Hultén  Magnus 《Instructional Science》2003,31(1-2):65-86

The discussions held in specifying an automaticvehicle as a project in a distance work-relatedcourse are in focus for an analysis of learningin networked discussions. Learning ischaracterised as coming to experience things indistinctly new ways, in keeping with theunderlying phenomenographic research approachfor the study. Group discussions are seen asone feature in the experience of, and theformation of, the context for learning, in anexperiential interpretation of activitysystems. The analysis has led to theidentification of pivotal contributions todiscussions that can be said to afford learningwithin the group, in the sense of openingdimensions of variation around criticalfeatures of the task. This is developed toproduce a taxonomy of contributions, withparticipatory, factual, reflective and learningcontributions, suggested to be necessary,though not sufficient, conditions for learning.The taxonomy is illustrated and discussed, asare its implications for tutoring in networkedcourses of this type.  相似文献   

Dyslexia heterogeneity: cognitive profiling of Portuguese children with dyslexia     

Andreia Pacheco  Alexandra Reis  Susana Araújo  Filomena Inácio  Karl Magnus Petersson  Luís Faísca 《Reading and writing》2014,27(9):1529-1545

Recent studies have emphasized that developmental dyslexia is a multiple-deficit disorder, in contrast to the traditional single-deficit view. In this context, cognitive profiling of children with dyslexia may be a relevant contribution to this unresolved discussion. The aim of this study was to profile 36 Portuguese children with dyslexia from the 2nd to 5th grade. Hierarchical cluster analysis was used to group participants according to their phonological awareness, rapid automatized naming, verbal short-term memory, vocabulary, and nonverbal intelligence abilities. The results suggested a two-cluster solution: a group with poorer performance on phoneme deletion and rapid automatized naming compared with the remaining variables (Cluster 1) and a group characterized by underperforming on the variables most related to phonological processing (phoneme deletion and digit span), but not on rapid automatized naming (Cluster 2). Overall, the results seem more consistent with a hybrid perspective, such as that proposed by Pennington and colleagues (2012), for understanding the heterogeneity of dyslexia. The importance of characterizing the profiles of individuals with dyslexia becomes clear within the context of constructing remediation programs that are specifically targeted and are more effective in terms of intervention outcome.  相似文献   

Joint Appointments: A Survey of the Attitudes of Counselor Educators and Student Personnel Directors     

John H. Harper  Gary N. Bunner  Robert Magnus 《Counselor Education & Supervision》1973,12(4):316-318

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Supervisory Behaviour as Perceived by Secondary School Teachers in Nigeria     

Gunnar Berg  Magnus Söderström 《School Leadership & Management》2013,33(2):237-252

This article focuses on the concept of work‐organization in general and the adaptation of this concept to the (Swedish) school‐system in particular. One major point stressed by the authors is that the work‐organization of the school is not purely a question of technical forms of administration. When establishing work‐organization it is of crucial importance to take the functions of the school into consideration. This means that the first step is to focus the content of the organizational activities and then build up administrative forms which facilitate a goal‐oriented work.  相似文献