Conquering organizational change: How to succeed where most companies fail     

Pierre Mourier  Martin Smith  Heekap Lee 《Performance Improvement》2002,41(6):44-47

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Using immersive virtual reality to support designing skills in vocational education     

Kevin Gonyop Kim  Catharine Oertel  Martin Dobricki  Jennifer K. Olsen  Alessia E. Coppi  Alberto Cattaneo  Pierre Dillenbourg 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2199-2213

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Minority education in China: balancing unity and diversity in an era of critical pluralism     

Pierre Walter 《International Journal of Lifelong Education》2016,35(4):468-471

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Cognition and artifacts: A contribution to the study of though in relation to instrumented activity     

Pierre Verillon  Pierre Rabardel 《European Journal of Psychology of Education - EJPE》1995,10(1):77-101

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CONNECTIONISM AND THE EMERGENCE OF KNOWLEDGE     

Jean Pierre Rossi 《High Ability Studies》1995,6(2):170-175

Procedures for creating used by connectionist networks with hidden units are analyzed. With these networks it is possible to create by modification of the inputs, by modification of collector properties, by modification of connections between units and variation of thresholds of activation, by modification of constraints imposed on the network, by creation of new hidden units or by creation of new outputs. The interest of connectionist networks is in simulating various processes to allow analysis of modifications that are efficient and capable of concretizing the consequences of choices. Networks must be designed as tools capable of helping formalize problems, and not as replicas of cognitive processes.  相似文献   

Community schools and relay schools in the savannah region of Togo     

Saya Kpam-N’Lé Assiah  Pierre Luisoni 《Prospects》2006,36(2):161-183

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Réflexions sur l'enseignement de la statistique dans les écoles secondaires     

Pierre Naville 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1955,1(4):459-467

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Ordering and structuring ideas in text: From conceptual organization to linguistic formulation     

Pierre Coirier  Monik Favart  Lucile Chanquoy 《European Journal of Psychology of Education - EJPE》2002,17(2):157-175

The goal of this study was to analyze the development of the relationship between conceptual and linguistic processes as regards idea ordering and structuring (linearizing), when composing a text. Participants (from 7^th graders to University students) were required to compose a text using a list of eleven scrambled ideas. Conceptual rules allow to a priori determine an optimal ordering of these ideas. Results showed a significant increase, with grade level, in the establishment of the postulated conceptual order, and in the linguistic elaboration of the text structure. A large autonomy was observed between conceptual and linguistic processes. The discussion considers the following points: The relevance of the notion of text optimal order; the unequal development with grade level of the varied linguistic skills; the dissymmetry in conceptual-linguistic relationships; the usefulness of the experimental paradigm; some consequences for education.  相似文献   

Deleuzian Concepts for Education: The subject undone   总被引：3，自引：0，他引：3  

Elizabeth Adams  St.Pierre 《Educational Philosophy and Theory》2004,36(3):283-296

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Learner engagement in MOOCs: Scale development and validation     

Ruiqi Deng  Pierre Benckendorff  Deanne Gannaway 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):245-262

The purpose of this study is to contribute to a better understanding of the complexity of conceptualising and measuring learner engagement in Massive Open Online Courses (MOOCs). The paper develops and validates a MOOC engagement scale (MES) to measure learner engagement. The initial questionnaire items of the scale were developed by reviewing existing related literature and validated student engagement constructs. This was followed by a modified scale development process, including two focus group interviews (n = 10), an exploratory survey (n = 12), an expert review (n = 10), a pilot survey (n = 15), an item purification study (n = 590) and a construct validation study (n = 303). The final version of the scale is made up of four dimensions: behavioural engagement, cognitive engagement, emotional engagement and social engagement. The paper concludes with recommendations for how the MES can be used to assess the pattern of engagement in MOOCs and to investigate the relationship between learner engagement and other important MOOC teaching and learning factors.  相似文献