Frequency of clerical errors on WISC protocols     

Steven Sherrets  Gray Gard  Hans Langner 《Psychology in the schools》1979,16(4):495-496

The type and frequency of a variety of clerical errors were investigated in 200 protocols from both the 1949 and 1974 editions of the WISC. The rate of errors was grossly the same for the records both at a psychiatric facility and at a large school system. Nearly 90% of the combined examiners had made at least one error, and 46% of the protocols contained one or more errors. While the rate was slightly lower in the school setting, there were no significant differences obtained when students vs. practitioners or Master's vs. Master+ level of training were considered. Despite the high error rates, in most cases there was little impact upon IQs. Potential consequences of such errors and a discussion of ways to lower the rate are presented.  相似文献   

Towards a general modeling framework of resource competition in cognitive development     

Jill de Ron  Marie Deserno  Donald Robinaugh  Denny Borsboom  Han L. J. van der Maas 《Child development》2023,94(6):1432-1453

The current paper presents an integrated formal model of typical and atypical development based on the mechanisms of mutualism and resource competition. The mutualistic network model is extended with the dynamics of competition for limited resources, such as time and environmental factors. The proposed model generates patterns that resemble established phenomena in cognitive development: the positive manifold, developmental phases, developmental delays and lack of early indicators in atypical development, developmental regression, and “quasi-autism” caused by extreme environmental deprivation. The presented modeling framework fits a general movement towards formal theory construction in psychology. The model is easy to replicate and develop further, and we offer several avenues for future work.  相似文献   

Judgment and Instructional Design: How ID Practitioners Work In Practice     

Colin M. Gray  Cesur Dagli  Muruvvet Demiral‐Uzan  Funda Ergulec  Verily Tan  Abdullah A. Altuwaijri  Khendum Gyabak  Megan Hilligoss  Remzi Kizilboga  Kei Tomita  Elizabeth Boling 《Performance Improvement Quarterly》2015,28(3):25-49

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Park and Museum Interpretation: Helping Visitors Find Meaning     

Michael P. Gross  Ron Zimmerman 《Curator: The Museum Journal》2002,45(4):265-276

Interpretation is defined as an activity that “facilitates an intellectual and emotional connection between the interests of the visitor and the meanings of the resource.” The concept of helping visitors connect to meanings is a constant theme in the development of philosophies and practices in interpretation over the last century. Parks and museums have long shared in the effort to put this concept into practice. This article documents this history and the implications for contemporary interpretation.  相似文献   

The role of design ethics in maintaining students' privacy: A call to action to learning designers in higher education     

Ahmed Lachheb  Victoria Abramenka-Lachheb  Stephanie Moore  Colin Gray 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1653-1670

Maintaining students' privacy in higher education, an integral aspect of learning design and technology integration, is not only a matter of policy and law but also a matter of design ethics. Similar to faculty educators, learning designers in higher education play a vital role in maintaining students' privacy by designing learning experiences that rely on online technology integration. Like other professional designers, they need to care for the humans they design for by not producing designs that infringe on their privacy, thus, not causing harm. Recognizing that widely used instructional design models are silent on the topic and do not address ethical considerations such as privacy, we focus this paper on how design ethics can be leveraged by learning designers in higher education in a practical manner, illustrated through authentic examples. We highlight where the ethical responsibility of learning designers comes into the foreground when maintaining students' privacy and well-being, especially in online settings. We outline an existing ethical decision-making framework and show how learning designers can use it as a call to action to protect the students they design for, strengthening their ethical design capacity.

Practitioner notes

What is already known about this topic

• Existing codes of ethical standards from well-known learning design organizations call upon learning designers to protect students' privacy without clear guidance on how to do so.
• Design ethics within learning design is often discussed in abstract ways with principles that are difficult to apply.
• Most, if not all, design models that learning design professionals have learned are either silent on design ethics and/or do not consider ethics as a valid dimension, thus, making design ethics mostly excluded from learning design graduate programs.
• Practical means for engaging in ethical design practice are scarce in the field.

What this paper adds

• A call for learning designers in higher education to maintain and protect students' privacy and well-being, strengthening their ethical design capacity.
• A demonstration of how to use a practical ethical decision-making framework as a designerly tool in designing for learning to maintain and protect students' privacy and well-being.
• Authentic examples—in the form of vignettes—of ethical dilemmas/issues that learning designers in higher education could face, focused on students' privacy.
• Methods—using a practical ethical decision-making framework—for learning design professionals in higher education, grounded in the philosophy of designers as the guarantors of designs, to be employed to detect situations where students' privacy and best interests are at risk.
• A demonstration of how learning designers could make stellar design decisions in service to the students they design for and not to the priorities of other design stakeholders.

Implications for practice and/or policy

• Higher education programs/institutions that prepare/employ learning designers ought to treat the topics of the designer's responsibility and design ethics more explicitly and practically as one of the means to maintain and protect students' privacy, in addition to law and policies.
• Learning designers in higher education ought to hold a powerful position in their professional practice to maintain and protect students' privacy and well-being, as an important aspect of their ethical design responsibilities.
• Learning designers in higher education ought to adopt a design thinking mindset in order to protect students' privacy by (1) challenging ideas and assumptions regarding technology integration in general and (2) detecting what is known in User Experience (UX) design as “dark patterns” in online course design.

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