Seeing eye to eye: An evaluation of the use of video-conferencing to support collaboration     

Vivienne Light  Paul Light  Vicky Wright 《European Journal of Psychology of Education - EJPE》2000,15(4):467-478

Student mobility and trans-national collaborative modes of learning at University level have been strongly promoted within Europe. However, such initiatives are expensive, difficult to organise and do not always attain their objectives. Recently there has been considerable interest in the extent to which computer-mediated communication between students in different countries can either supplement or substitute for actual student mobility. This paper reports an evaluation of a project in which video-conferencing was introduced in the context of an established Anglo-Spanish programme in which UK and Spanish Fashion students undertake collaborative projects in each others’ countries. Project aims included fostering and supporting second language use, providing an innovative context for collaborative art and design projects and offering an opportunity to simulate trans-national working conditions. Questionnaires, observation and interview data indicate that not all these objectives were realised, though student reaction to the technology and to the benefits it afforded for collaboration were broadly positive. The strengths and weaknesses of video-conferencing as a support to collaborative learning in this context are discussed.  相似文献   

Improving progression and continuity from primary to secondary science: Pupils' reactions to bridging work     

Martin Braund  Vicky Hames 《International Journal of Science Education》2013,35(7):781-801

This article reports research from a project set up to implement ‘bridging work’ in science in England. Group interviews of 59 pupils in Year 6 (at the end of primary school) and 48 pupils in Year 7 (at beginning of secondary school) were carried out after pupils had completed bridging work. Twenty‐six of this sample were the same pupils. Semi‐structured interviews were carried out in groups to ascertain: their aspirations and fears concerning secondary science, their reactions to bridging work and their memories of investigations. Year 6 pupils were positive about studying science at secondary school and remained so after transfer. Pupils' reactions to bridging at both ages were very positive. Findings challenge recent critiques of bridging. The lack of progression in pupils' communication about the variables and findings from investigations suggest that the planned progression of work was not recognized by some teachers. Bridging work alone may not guarantee improved progression and continuity in science, but as part of a carefully planned and structured programme of collaboration it has merit.  相似文献   

Housing Price Poses Great Pressure on the Young and Their Parents     

Vicky 《新高考》2013,(1):4

5元、10元、20元……15万元人民币整整数了3个小时. 2012年11月28日,一对夫妇背着两大包钱,来到位于乌鲁木齐市卫星广场附近的一家售楼中心为儿子买房,15万的首付款中有8万元是零钱,这可让售楼中心工作人员好一顿忙活.他们接受采访时说:"我们是在农场开小商店的,存了4年的钱,还借了7万,终于凑够给儿子付首付的钱了."许多父母为了给儿女凑首付,生活辛酸不易,面对这样的情况,我们不禁要好好思考下,在如今房价高涨的压力下,年轻人该如何正确看待买房一事.  相似文献   

Promoting Success in High School World History: Peer Tutoring Versus Guided Notes     

Margo A. Mastropieri  Thomas E. Scruggs  Vicky Spencer  Judith Fontana 《Learning disabilities research & practice》2003,18(1):52-65

The purpose of this investigation was to compare qualitative and quantitative outcomes associated with peer tutoring versus teacher–directed guided notes in world history for secondary–level students with mild disabilities. Sixteen students with mild disabilities (15 of whom had learning disabilities) participated in a nine–week quarter of one of the two instructional conditions. The same special education teachers taught students during world history classes. Measures included pre– and posttests of reading fluency, comprehension strategies, and content tests, including end–of–chapter tests, cumulative–delayed–recall tests, and a delayed–recall end–of–year final exam covering the entire academic year. In addition, qualitative procedures were employed, including interviews of teachers and students regarding their instructional preferences. Findings indicated that students who participated in peer tutoring significantly outperformed those who participated in the guided–notes condition on content–area tests. No significant differences were obtained on oral–reading–fluency measures, but students in the tutoring condition performed significantly better at using a reading comprehension summarization strategy independently, and at remembering the strategy steps. Results of student interviews suggested that students responded positively overall to tutoring and guided notes, and provided specific relevant insights on each procedure. Students in the tutoring condition indicated that the time spent tutoring felt like one of the shortest academic quarters for them. Findings are discussed with respect to both benefits and challenges associated with implementing peer tutoring in high school special education content–area classes.  相似文献   

History and Hardtack a Museum Workshop Program for Kentucky Teachers     

Vicky Middleswarth 《Journal of American culture (Malden, Mass. : 2003)》1989,12(2):87-92

  相似文献   

What words and where? Applying usability testing techniques to name a new live reference service     

Vicky Duncan  Darlene M Fichter 《Journal of the Medical Library Association》2004,92(2):218-225

OBJECTIVE: A user-focused design approach was taken to develop a new "live reference" service at the Health Sciences Library, University of Saskatchewan. The name of the service, the placement of the links, and the design of a graphical button were seen as key elements in creating service awareness and its subsequent use. METHODS: To ensure library users recognized and understood the label for the new service, selected library users were given an opportunity to choose a phrase that would best describe the service. The top two preferred phrases were then placed on the library Web pages as text and graphic images for further testing. Some pages had links in multiple locations to determine which placement worked best. Task-based usability testing was carried out with participants who were unaware of the new service. Participants were observed as they completed seven Website tasks arranged in increasing levels of difficulty to see whether they would notice the live reference service and seek assistance. RESULTS: The high level of recognition and use of the service indicate that the label name and link placement were effective with library Website users. CONCLUSIONS: Using user-centered design methodology helped ensure that the new live reference service was visible and used and demonstrated the effectiveness of the user-centered design approach for adding new services to an existing Website.  相似文献   

Seven-Year Outcome of the Vermont Intervention Program for Low-Birthweight Infants   总被引：1，自引：0，他引：1  

Thomas M. Achenbach  Vicky Phares  Catherine T. Howell  Virginia A. Rauh  Barry Nurcombe 《Child development》1990,61(6):1672-1681

We compared 24 low-birthweight subjects of an experimental intervention (LBWE), 32 no-treatment controls (LBWC), and 37 normal birthweight (NBW) subjects. The intervention involved 7 hospital sessions and 4 home sessions in which a nurse helped mothers adapt to their LBW babies. At age 7, LBWE scored significantly higher than LBWC on the Kaufman Mental Processing Composite (p less than .001), Sequential (p = .02), and Simultaneous (p = .001) Scales, after statistical adjustments for socioeconomic status. LBWE did not differ from NBW (F less than 1). These results bear out a divergence between the LBWE and LBWC that first became statistically significant at age 3. The findings suggest that the intervention prevented cognitive lags among LBW children, and that long-term follow-ups are needed to evaluate the developmental effects of efforts to overcome major biological and environmental risks.  相似文献   

For want of a better word: unlocking threshold concepts in natural sciences with a key from the humanities?     

David A. Green  Jennifer Loertscher  Vicky Minderhout  Jennifer E. Lewis 《高等教育研究与发展》2017,36(7):1401-1417

The process of identifying threshold concepts invites experts to reflect on their discipline in a new way with the ultimate goal of improving learning and teaching. During a workshop to identify threshold concepts in biochemistry, we asked a group of natural scientists to explore ‘signification,’ a threshold concept from the humanities, as a mechanism to push them out of their comfort zones and recall how it feels to experience learning from a student’s perspective. In addition to accomplishing this goal, we subsequently realized that signification could also help us uncover and remedy ways in which use of scientific terminology impedes learning in biochemistry. Using the results of a survey of university teachers that aimed at refining a list of possible threshold concepts, we present three scenarios to illustrate the challenges that teachers and students encounter when attempting to cement a label (the signifier) and a concept (the signified) into a coherent sign. Based on these findings, we propose that teachers can better explore threshold concepts if they carefully consider the role terminology plays in learning and teaching. Thus we describe the ‘terminological canyon’ through which university teachers must journey in order to produce effective learning and teaching activities related to the threshold concepts. While the work described here pertains to biochemistry, we believe the process and findings can be generalized to a broad range of disciplines.  相似文献   

The impact of self-assessment,planning and goal setting,and reflection before and after revision on student self-efficacy and writing performance     

Chung  Huy Q.  Chen  Vicky  Olson  Carol Booth 《Reading and writing》2021,34(7):1885-1913

Reading and Writing - Writing on-demand, text-based analytical essays is a challenging skill to master. Novice writers, such as the sixth grade US students in this study, may lack background...  相似文献   

Exhibition Review     

Vicky A. Clark 《Curator: The Museum Journal》1996,39(2):145-150

  相似文献