The Performance Technologist's Library PIQ's Book Review Column     

Elizabeth Guman  Marcel R. van der Klink  Wim J. Nijhof 《Performance Improvement Quarterly》1996,9(2):90-100

  相似文献   

A Didactic Framework for Audiovisual Design     

Wim Westera 《Learning, Media and Technology》1999,24(2):87-102

In contrast with many other design tasks, the design of audiovisual sequences seems to depend highly on the designers’ particular talents, insights and creativity. Some customers experience the intangibility or rather the sheer impossibility of discussion on design decisions, due to the lack of an overall audiovisual design methodology. Especially at the microlevel, that is the level of concrete images and sounds, audiovisual programme development tends to be a matter of taste instead of well‐considered decisions. To provide a vocabulary for functional programme design, the present article introduces a didactic framework that serves as a classification scheme. It constitutes some 49 microlevel functional categories that support both the design and the analysis of audiovisual sequences. The structure and content of the framework are based on empirical evidence on learning and instruction. The present article describes and discusses all categories of the framework.  相似文献   

Oxygen as a catalyst in the Earth's interior?     

Yanhao Lin  Wim van Westrenen 《国家科学评论(英文版)》2021,8(4):1-3

The abundance of the element oxygen is not only crucial for life at the surface of the Earth, but also greatly affects the properties and dynamics of the interi...  相似文献   

Aragonese Tiles in a Flemish Castle: A Chivalric Gift-Exchange Network in Fifteenth-Century Europe     

Wim De Clercq  Jonas Braekevelt  Jaume Coll Conesa  Hilmi Kaçar  Josep Vicente Lerma  Jan Dumolyn 《Al-Masaq: Islam & the Medieval Mediterranean》2015,27(2):153-171

Excavation of the mid-fifteenth-century castle of Pieter Bladelin, a high-ranking Burgundian official, in the village of Middelburg-in-Flanders, near Bruges (Belgium), has unearthed a remarkable series of blue and white painted and glazed floor tiles. Post-excavation archival and heraldic inquiries into the tiles has led to a deeper understanding of the role that gift exchange of luxury objects played within the diplomatic network of Alfonso V “the Magnanimous”, King of Aragon, and Philip “the Good”, Duke of Burgundy, in shaping a shared chivalric and crusading culture between Burgundy and Aragon. The study demonstrates the added value of the integration of archaeological and historical data in studying economic, political and cultural processes for the later medieval or early modern period.  相似文献   

A hint is not always a help     

Jacob Perrenet  Wim Groen 《Educational Studies in Mathematics》1993,25(4):307-329

This paper discusses the construction of hints for mathematical problems and their effectiveness. From a set of 15 non-standard problems on functions every problem was presented to a hundred ninth-grade students (age about 15). Hints might be used if necessary. Hint effectiveness was studied as a function of hint characteristics. The following results were obtained: Hints which stimulate concrete action are effective, if the action serves as a model for the required solution method. Hints which give only warnings against certain mistakes are ineffective. Hints which show a great part of the solution of a problem seem to be effective; however the solution was often reached with lack of understanding. The results are compared with results obtained by Trismen (1981, 1982).  相似文献   

How students evaluate business sponsorship of the arts in flanders     

Wim Vanhaverbeke 《Journal of Cultural Economics》1992,16(1):53-66

  相似文献   

Redesigning a learning and assessment environment: The influence on students' perceptions of assessment demands and their learning strategies   总被引：1，自引：0，他引：1  

Mien Segers  Jan Nijhuis  Wim Gijselaers 《Studies in Educational Evaluation》2006,32(3):223

The study aimed to determine if students in a redesigned course, firstly, hold different perceptions of the assessment demands and, secondly, adjusted their learning strategies towards deeper learning. Contrary to expectations, the students in the original assignment-based (ABL) course (n = 406 students) adopted more deep- learning strategies and less surface-learning strategies than the students in the problem-based (PBL) course (n = 312 students). Although both course format as well as assessment clearly differed in the two conditions, this has not resulted in different perceptions of the assessment demands. Additionally, the results show clearly that the students who express their intentions to employ a certain learning strategy perceive the assessment demands as such and actually employ a related learning strategy.  相似文献   

How do student and classroom characteristics affect attitude toward mathematics? A multivariate multilevel analysis     

Henry Nsubuga Kiwanuka  Jan Van Damme  Wim Van Den Noortgate  Dickson Nkafu Anumendem  Gudrun Vanlaar  Chandra Reynolds 《School Effectiveness & School Improvement》2017,28(1):1-21

This study investigated the effects of student and classroom characteristics on math self-confidence, perceived usefulness, and enjoyment of mathematics as multiple outcomes. A sample of 7th-grade students from 78 classes of 49 schools was studied. The data were collected using, among other instruments, an attitude questionnaire. The results of the multivariate multilevel analysis showed that the variance of the 3 indicators was situated mostly at the student level, and that the indicators correlated strongly at the class level. Higher prior mathematics achievement and positive parental beliefs and attitudes were significant predictors of higher scores across the 3 indicators. Each of the baseline indicators was significantly associated with its corresponding final indicator. At the classroom level, classroom assessment was significantly associated with less endorsement of all 3 indicators, higher levels of classroom modeling with greater endorsement of perceived usefulness of mathematics, and classroom questioning with greater enjoyment of mathematics.  相似文献   

Peer teaching: Academic achievement of teacher-led versus student-led discussion groups   总被引：1，自引：0，他引：1  

Maurice L. De Volder  Willem S. De Grave  Wim Gijselaers 《Higher Education》1985,14(6):643-650

Problem-based small-group discussions are the cornerstone of health sciences education at the University of Limburg (The Netherlands). In each of three courses, fifteen discussion groups of about eight students were randomly assigned a staff-tutor (control condition) or student-tutor (experimental condition).In two of the courses no significant differences in cognitive test achievement between the two conditions were found. In one course students tutored by staff-tutors performed significantly better than students tutored by student-tutors. However, no significant differences in test performance were found between students tutored by high-achieving versus average-achieving student-tutors. These findings contradict the congruence hypothesis from information processing theory. Several other explanations are explored.  相似文献   

Cognitive load measurements and stimulated recall interviews for studying the effects of information and communications technology     

Pieter J. Beers  Henny P. A. Boshuizen  Paul A. Kirschner  Wim Gijselaers  Jochem Westendorp 《Educational technology research and development : ETR & D》2008,56(3):309-328

Many researchers use information and communications technology (ICT)-tools to augment learning in a great variety of tasks. Their effects are generally measured in terms of intended outcomes. This article argues for the use of additional, more general measures to obtain a more complete impression of the effects of ICT-tools. The first study presented in this article shows why tools should not only be studied in terms of their specific intended outcomes, but also in terms of their effects on working memory, and the cognitive mechanisms needed to achieve the intended outcomes. The second study uses cognitive load measurements and stimulated recall interviews to obtain a more comprehensive view of the effects of learning tools. Results suggest that traditional outcome measures need to be complemented with quantitative and qualitative measures of cognitive processes to substantiate conclusions about intended effects of ICT-tools.

Pieter J. BeersEmail:

  相似文献