Beyond intelligent tutoring systems: Using computers as METAcognitive tools to enhance learning?     

Azevedo  Roger 《Instructional Science》2002,30(1):31-45

Framed by the existing theoretical andempirical research on cognitive and intelligenttutoring systems (ITSs), this commentaryexplores two areas not directly or extensivelyaddressed by Akhras and Self (this issue). Thefirst area focuses on the lack of conceptualclarity of the proposed constructivist stanceand its related constructs (e.g., affordances,situations). Specifically, it is argued that aclear conceptualization of the novelconstructivist stance needs to be delineated bythe authors before an evaluation of theirambitious proposal to model situationscomputationally in intelligent learningenvironments (ILEs) can be achieved. The secondarea of exploration deals with the similaritiesbetween the proposed stance and existingapproaches documented in the cognitive,educational computing, and AI in educationliterature. I believe that the authors are at acrossroads, and that their article presents aninitial conceptualization of an important issuerelated to a constructivist-based approach tothe computational modeling of situations inILEs. However, conceptual clarity isdefinitively required in order for theirapproach to be adequately evaluated and used toinform the design of ILEs. As such, I invitethe authors to re-conceptualize their frameworkby addressing how their constructivist stancecan be used to address a particular researchagenda on the use of computers as metacognitivetools to enhance learning.  相似文献   

The Dynamics of Quadropoly: League Position in English Football between 1888 and 2010     

Roger Penn  Damon Berridge 《国际体育史杂志》2016,33(3):325-340

This paper explores competitive balance in top-tier English league football from its inception in 1888. It examines the extent to which finishing in the top four positions in successive seasons is the preserve of a small number of clubs. Using a range of statistical measures, the analysis shows that the current high levels of competitive imbalance are not new phenomena. The overall pattern approximates a ‘U curve’: current patterns parallel those in the 1890s. In the early years of English league football, differences in resources between clubs soon became apparent. Clubs from the larger conurbations generated consistently larger revenues than their counterparts in the smaller industrial towns. The introduction of the maximum wage in 1901 and the transfer system helped to stem these increasing inequalities between clubs. This coincided with a massive wave of new stadia construction which enabled all the clubs to compete on an increasingly level playing field. These conjunctural changes to English football before 1915 produced the era of relatively competitive football during the inter-war years. This continued until the abolition of the maximum wage in 1961. Since that time, competitive balance has reversed and become increasingly restricted. English top-tier football has re-entered an era of extreme competitive imbalance.  相似文献   

Computers in Military Training     

Roger Miles 《British journal of educational technology : journal of the Council for Educational Technology》1977,8(3):242-251

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Model for the organisation of an education in engineering     

Roger Renström 《European Journal of Engineering Education》2005,30(2):215-219

In this article it is described how the department has encouraged learning outcome discussions among the teachers and students. The typical development process of a new course is described. A two dimensional learning outcome model is also briefly introduced. This model is used to discuss what kinds of knowledge and skills are relevant in a specific course and how teaching models for these subjects can be designed and assessed.

The teachers have gained more experience of various alternatives to organise a course in order to fulfil its objectives, regardless of what they are. The students now meet a variety of teaching models during the education programme. Each of them adapted to the aim and the objectives of the course.  相似文献   

Diagnoses and their instructional implications-children’s agency and participation in school activities     

Eva Hjörne  Roger Säljö 《Emotional and Behavioural Difficulties》2019,24(3):219-223

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Book reviews     

Roger R. Woock  Leslie Palmier  Margaret B. Sutherland 《Higher Education》1987,16(6):747-751

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Executive functions and components of oral reading fluency through the lens of text complexity     

Nguyen  Tin Q.  Pickren  Sage E.  Saha  Neena M.  Cutting  Laurie E. 《Reading and writing》2020,33(4):1037-1073

Reading and Writing - As readers struggle to coordinate various reading- and language-related skills during oral reading fluency (ORF), miscues can emerge, especially when processing complex texts....  相似文献   

Assembling Spaces: The question of 'place' in further education     

Julia Clarke  Roger Harrison  Fiona Reeve  Richard Edwards 《Discourse: Studies in the Cultural Politics of Education》2002,23(3):285-297

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‘I stared at him in defiance:’ Hollaback! movement and the enactment of reflexive,resilient countervisuality     

Nancy Gómez  Roger C. Aden 《Journal of Applied Communication Research》2017,45(2):160-178

Hollaback! is an international movement seeking to end street harassment. Its website invites women to share narratives of their experience of street harassment as well as photos of the men who harassed them. We treat Hollaback! as an exemplar of feminist online activism and aim to identify lessons for other feminist online activists and organizations. In particular, we argue that the site’s narrative-image posts provide a powerful means of enacting countervisuality in public spaces. After analyzing 26 narrative-image postings on the Hollaback! website, we identify three collective rhetorical effects of countervisuality: Altering the traditional dichotomy of male/observer and female/observed, enacting feminist rhetorical agency through mobility in public spaces, and generating women’s solidarity through shared experience. We then argue that Hollaback!’s strategy of countervisuality insufficiently enacted the core principles of feminist rhetorical resilience, especially the concept of mêtis. We conclude by offering recommendations for feminist online activists and scholars.  相似文献   

The datafication of discipline: ClassDojo,surveillance and a performative classroom culture     

Jamie Manolev  Anna Sullivan  Roger Slee 《Learning, Media and Technology》2019,44(1):36-51

ABSTRACT

This paper critically examines the ways in which ClassDojo is altering the disciplinary landscape in schools through the datafication of discipline and student behaviour. ClassDojo is one of the most popular and successful educational technologies and is used internationally. It is a school-based social media platform that incorporates a gamified behaviour-shaping function, providing school communities with a centralised digital network in which to interact. We argue that ClassDojo’s datafying system of school discipline intensifies and normalises the surveillance of students. Furthermore, it creates a culture of performativity and serves as a mechanism for behaviour control.  相似文献