The Third International learned journals seminar: The changing market for serials-new trends in acquisitions. Epsilon Press,Letchworth, Herts. 1987. 66pp. ISBN 1850270171. £7.50, post free.     

Michele Benjamin 《Learned Publishing》1988,1(3):145-145

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Three views of the Internet Edited by Ann Marie Cunningham and Wendy Wicks 1993 Paperback $60.00 NFAIS Report Series 3. Paperback. Pp. 106 Philadelphia: National Federation of Abstracting and Information Services     

Michele Benjamin 《Learned Publishing》1994,7(1):66-66

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Digital pilgrimage: Exploring Catholic monastic webcasts     

Oren Golan  Michele Martini 《The Communication Review》2018,21(1):24-45

This study questions how religious webmasters view the objectives of their webcasting in relation to pilgrimage. Findings uncovered four facets: (1) mediation of the holy sites and experience; (2) bonding between Holy Land communities and global believers; (3) cultivating agents; (4) media experiences as a pilgrimage surrogate. Drawing on Walter Benjamin, the study elucidates how online videos evoke proximity to the sacred, thus connecting holy sites and believers, while affirming webmasters as secondary actors of religious authority.  相似文献   

Possibilities for MOOCs in Corporate Training and Development     

Michele Nicole Dodson  Karat Kitburi  Zane L. Berge 《Performance Improvement》2015,54(10):14-21

The term MOOC, an acronym for massive open online course, has been nearly ubiquitous in recent discussions about online education and distance learning. Some articles have questioned the MOOC's tentative role as “the future of education,” while others have framed it as a disrupter of traditional higher education. Research in earlier years trended toward the ways in which MOOCs may be changing the landscape of higher education. However, in the past two years, greater consideration has been focused on how MOOCs may play a role in the corporate world. The year 2012 may have been deemed “The Year of the MOOC,” but many saw 2014 as “The Year of the Corporate MOOC.” Despite MOOCs reaching their prominence as disrupters of traditional higher education, MOOC providers are now aggressively pursuing opportunities in the corporate sector. This presents a great opportunity for corporations to drive this relatively new learning platform and to tailor it to meet their organizational needs. The potential uses for MOOCs in the corporate world are vast. MOOCs can expand corporate training options, offer new recruiting techniques, and provide innovative marketing and branding channels. This article identifies the features of MOOCs, briefly reviews the history of the MOOC movement from academic MOOCs to corporate MOOCs, and discusses the possibilities for extending the MOOC format to a corporate training and employee development environment.  相似文献   

Postural and Object‐Oriented Experiences Advance Early Reaching,Object Exploration,and Means–End Behavior     

Michele A. Lobo  James C Galloway 《Child development》2008,79(6):1869-1890

The effects of 3 weeks of social (control), postural, or object‐oriented experiences on 9‐ to 21‐week‐old infants’ (N = 42) reaching, exploration, and means–end behaviors were assessed. Coders recorded object contacts, mouthing, fingering, attention, and affect from video. Postural and object‐oriented experiences advanced reaching, haptic exploration of objects, and developing means–end behavior compared to social experience. Object‐oriented experience best‐advanced means–end behavior. The results suggest that the development of novel behaviors is dependent on multiple subsystems and can be similarly advanced by addressing a variety of these subsystems. They also suggest that past experiences with active object exploration can facilitate early information processing and the development of early knowledge.  相似文献   

Approaching assessment from a learning perspective: Elevating assessment beyond technique     

Michele Simms  Beena George 《Educational Assessment, Evaluation and Accountability》2014,26(1):95-104

Assessment is a key process in assuring quality education but how is it linked to the scholarship of teaching and learning (SoTL)? How can we join teaching and learning to the assessment process rather than view it as a stand-alone component in course and/or program development? This paper explores the relationship between assessment and the SoTL in an effort to identify a systems approach to program management practices. The goal is not to dismiss the value of mechanics and tools in assessment but to highlight the value of building an assessment process that brings together the respective components of assessment with the scholarship that constitutes teaching and learning and an understanding of assessment as learning. Incorporating the use of curriculum maps and Fink’s taxonomy of significant learning advances a framework-driven practice that supports assurance of learning.  相似文献   

The new institutional governance of Italian state universities: what role for the new governing bodies?     

Donina  Davide  Meoli  Michele  Paleari  Stefano 《Tertiary Education and Management》2015,21(1):16-28

Tertiary Education and Management - In 2010, a comprehensive reform required Italian state universities to restructure their institutional governance by revising their statutes. This interpretative...  相似文献   

Technological unemployment and human disenhancement     

Michele Loi 《Ethics and Information Technology》2015,17(3):201-210

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Self-regulated learning: the role of motivation,emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course     

Moon-Heum Cho  Michele L. Heron 《Distance Education》2015,36(1):80-99

Enrollment in online remedial mathematics courses has increased in popularity in institutions of higher learning; however, students unskilled in self-regulated learning (SRL) find online remedial mathematics courses particularly challenging. We investigated the role of SRL, specifically motivation, emotion, and learning strategies, in students’ learning experiences in a remedial online mathematics course. With an online survey of 229 college students, we found that student motivation explained a small portion of variance in achievement; whereas student motivation and emotion explained a significant portion of variance in satisfaction. In addition, significant differences in motivation and emotion were found in passing and nonpassing students; however, learning strategies did not influence student achievement and satisfaction. Implications for teaching and learning in self-paced online remedial mathematics courses are discussed.  相似文献   

‘It is like putting fire in the children’s hands’: a comparative case study of pre-service teachers’ knowledge of and beliefs about education for democracy in an established and emerging post-conflict democracy     

Brian K. Lanahan  Michele S. Phillips 《Compare》2014,44(3):394-415

This report documents and compares two cases of pre-service elementary teachers’ beliefs about democracy and education for democracy in the USA and Bosnia and Herzegovina along with contextual factors influencing the similarities and differences among these beliefs. Findings suggest that US pre-service elementary teachers have a self-proclaimed lack of knowledge about democracy and primarily view citizenship education as a means to teach children how to get along. Conversely, Bosnian pre-service teachers hold more nuanced views of democracy and education for democracy, formed while their country transitioned from socialism towards democracy following a devastating civil war. Consequently, they focus on teaching children the skills and dispositions necessary for successful democratic citizenship to preserve their country. These divergent understandings of democracy within the two cases may hold potential benefits to teachers in both emergent and established democracies. Implications of these and other findings are discussed, as well as potential future research.  相似文献