Knowledge management tools for instructional design   总被引：1，自引：0，他引：1  

J. Michael Spector 《Educational technology research and development : ETR & D》2002,50(4):37-46

Advances in computer technology typically find their way into education after a short generation of success in other settings. This is an elaboration of one such technology—knowledge management systems (KMS)—and its application to instructional design. An examination of the development of KMS from information systems. computer-supported collaborative work environments and object-oriented systems, leads to a discussion of reusability. The focus is on the use of KMS by instructional designers. A conceptual framework for distributed instructional design is provided along with examples of support tools. These tools and the associated design framework are in use, and anecdotal evidence of effects and impact is provided. As such tools become more widely used to support the planning, implementation and management of instructional systems and learning environments, it is reasonable to expect the nature of instructional design practice to change.  相似文献   

Interactivity Defuses the Impact of Mathematics Anxiety in Primary School Children     

Michael Allen  Frédéric Vallée-Tourangeau 《International Journal of Science and Mathematics Education》2016,14(8):1553-1566

Math anxiety impedes performance in simple arithmetic tasks. Anxiety constrains working memory capacity and particularly the attentional functions of the central executive. The experiment reported here explored how interactivity mitigated the impact of math anxiety on the performance of elementary school students with simple additions. It manipulated two independent variables. The first was the length of the additions—involving either 7 or 11 number tokens (the value of the tokens ranged from 1 to 20). The other was the level of interactivity: in the low interactivity condition participants could not touch or point to the number tokens that configured the sums, and in a high interactivity condition participants could manipulate the tokens as they saw fit in deriving their answer. The length of the addition had an impact on accuracy, with longer sums leading to poorer performance. However, overall, performance in the high interactivity condition was superior, in terms of accuracy, absolute calculation error and efficiency, than performance in the low interactivity condition. Mathematics anxiety significantly predicted performance in the low interactivity condition, but not in the high interactivity condition. These results suggest that working memory resources are augmented through interactivity with the physical problem presentation, defusing the impact of anxiety on performance.  相似文献   

The making ofAnya,or a tale of two villages     

Michael Morpurgo 《Children‘s Literature in Education》1993,24(4):235-239

The UK editors invited Michael Morpurgo to write about the origins ofWaiting for Anya, a story set on the Franco Spanish border in the High Pyrenees during the Second World War. The young hero, Jo, is drawn into a perilous network which helps Jews to escape over the border. A European bear, a Pyrenean mountain dog, a shepherd—all feature in the story. How they come to be there is explained in the article which follows.Waiting for Anya is published by Heinemann (hard-back) and by Mammoth (paperback) in the UK, by Viking Penguin in the USA, and by Gallimard in France. It was nominated by the American Library Association as Best Book for Young Adults, and it was aSchool Library Journal Best Book of the Year; it was also an NCSS-CBC Notable Children's Trade Book in the field of Social Studies.Michael Morpurgo writes extensively for children and, at the same time, manages (with his wife, Clare) a project based on farms in England and Wales which gives city children a working experience of rural life. Several of his books have been filmed, includingWhy the Whales Came (Heinemann) andMr Nobody's Eyes (Mammoth). His own education at an English public school helped to shape his most recent book,The War of Jenkins' Ear (Heinemann).  相似文献   

Rationality As Ideology     

Michael W. Apple 《Educational theory》1976,26(1):121-131

  相似文献   

Visually impaired children: Development and implications for education     

Michael J. Tobin  Nick Bozic  Graeme Douglas  John Greaney  Stuart Ross 《European Journal of Psychology of Education - EJPE》1997,12(4):431-447

This paper examines some of the models used for conceptualizing the possible developmental implications of blindness and severe visual impairment. It takes up the question of the significance in infancy of certain skills and proficiencies, especially motor, that may be impeded by the lack of vision. The paper then addresses such issues for the school age child as access to literacy, with the emphasis being on ways of mitigating the potentially educationally handicapping consequences of visual disability. Educational technology is cited as one of the principal means available to teachers for meeting these challenges, and examples are given of procedures and devices that are being explored. A central argument is that for psychologists, teachers, and educational technologists the search must be to pinpoint the specific and changing needs of the individual learner.  相似文献   

The political dimension in ESE: the construction of a political moment model for analyzing bodily anchored political emotions in teaching and learning of the political dimension     

Michael Håkansson  Leif Östman 《Environmental Education Research》2019,25(4):585-600

This article departures from the understanding of environmental sustainable education (ESE) as a political project that consists of dissonant and conflicting voices. The aim of the article is to understand how affection, i.e. bodily sensations, transform into political emotions in teaching and learning settings. The article offers a philosophical and empirically based model called the ‘political moment model’ for analyzing bodily anchored political emotions in teaching and learning of the political dimension. The model was developed in response to an empirical case study where the data were somewhat confusing. In order understand the empirical data, we used parts of Mouffe’s theory of the political and various scholars’ work on political emotions and placed these aspects in a pragmatist standpoint of experience, emotions and meaning making. The model helped to investigate students’ experiences of the political dimension in situations where they experienced affection, i.e. bodily sensation, and emotions in connection with reflections and discussions about how to handle public issues of sustainable development. The article ends with a theoretical discussion of the findings in order to understand the political dimension in teaching and learning activities and to discern possible directions for future research on political moments in ESE.  相似文献   

Role salience and anticipated work--family relations among young adults with and without hearing loss     

Cinamon RG  Most T  Michael R 《Journal of deaf studies and deaf education》2008,13(3):351-361

This study examined the effect of hearing status on role salience and anticipated work-family relations among 101 unmarried young adults aged 20-33 years: 35 with hearing loss (19 hard of hearing and 16 deaf) and 66 hearing. Participants completed the Life Role Salience scale, anticipated conflictual relations scale, anticipated facilitory relations scale, and a background questionnaire. The deaf participants demonstrated a significantly higher level of commitment to work but anticipated the significantly lowest level of conflict. Hearing status was a significant variable in predicting anticipated conflictual relations among all participants. Mode of communication was a significant predictor of conflictual relations among the hearing loss group. Implications for theory and practice were discussed.  相似文献   

Pseudoscience,the paranormal,and science education     

Michael Martin 《Science & Education》1994,3(4):357-371

The study of pseudoscience and the paranormal is an important but neglected aspect of science education. Given the widespread acceptance of pseudoscientific and paranormal beliefs, science educators need to take seriously the problem of how these can be combated. I propose teaching science students to critically evaluate the claims of pseudoscience and the paranormal, something that can be accomplished in a variety of ways.  相似文献   

Signaling functions of the second-order CS: Partial reinforcement during second-order conditioning of the pigeon’s keypeck     

Michael E. Rashotte  Beverly S. Marshall  Jeffrey M. O’Connell 《Learning & behavior》1981,9(2):253-260

The signaling function of the second-order CS (S2) was manipulated in second-order autoshaping by arranging a partial reinforcement schedule. S2 was paired with a well-conditioned first-order CS (SI) on a continuous reinforcement or a 25% reinforcement schedule in different groups. Schedule of reinforcement did not influence the number of S2-S1 pairings required to establish keypecking to S2. However, in the postacquisition sessions, responding to S2 was initially weaker but persisted for many more sessions on the 25% schedule than on the 100% schedule. The data indicate that S2-S1 pairings are responsible both for the acquisition of second-order keypecking to S2 and for the subsequent conversion of S2 into an inhibitory stimulus.  相似文献   

A Case Study of Elementary Science Teaching as Mediated Action: Transformations of Context,Meaning, and Action     

Hayes  Michael T. 《Learning Environments Research》2002,5(2):167-183

The research described in this article is a case study of a fifth grade teacher's (Melissa) efforts to construct a teaching and learning environment within her science teaching. Qualitative research methods were used to examine and analyze Melissa's science teaching practice. Drawing from socio-cultural theories, I argue that her teaching and learning environment was constructed as a form of mediated action through which she articulated and transformed the context, meaning, and action of her science teaching. In particular, she forged links between a number of factors, such as historically recognizable forms of pedagogy, perceptions of her students' socio-economic positions, knowledge of appropriate science teaching, and her experiences in a preservice teacher education program. Through her pedagogical work, the teaching and learning environment was articulated into a complex network of meanings, physical spaces, and concrete actions in which each element transformed the other. I suggest that mediated action is a form of transformation that constitutes context, meaning, and action into a dynamic and constantly-shifting teaching and learning environment. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献