Science and technology management: Designing an undergraduate course     

Dr Chris Kirk  Mr Richard Chapman 《Research in Science Education》1992,22(1):255-259

This research focusses on the role of science educators in preparing technically educated graduates for their careers. A comparison was made between the skills and abilities in science and technology students desired by industrial employers and whether New Zealand graduates exhibit these qualities. To address some of the management-based issues identified by the research, the design of a new Science and Technology Management course is outlined. Specializations: science and technology education, co-operative education, development of professional skills. Specializations: co-operative education programmes.  相似文献   

Message to the Association     

Chris D. Kehas 《Counselor Education & Supervision》1977,17(1):2-4

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Message to the Association     

Chris D. Kehas 《Counselor Education & Supervision》1977,17(2):82-83

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The virtues of virtual: A review of Tiffin and Rajasingham’sIn Search of the Virtual Class and Hiltz’sThe Virtual Classroom     

Chris Bigum 《The Australian Educational Researcher》1996,23(3):109-117

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Indigenous graduate research students in Australia: a critical review of the research     

Nikki Moodie  Shaun Ewen  Julie McLeod  Chris Platania-Phung 《高等教育研究与发展》2018,37(4):805-820

Over the last decade, there has been a steady increase in the number of Indigenous graduate research students in Australia, yet research and pedagogy has not kept pace with changes underway in the sector. From an extensive search of literature published between 2000 and 2017, 15 papers (representing 10 research projects conducted by seven teams or authors) were identified that addressed Indigenous graduate research student experience. Overall, the literature tends to focus on identifying barriers to completion, noting in particular the impact of financial difficulties, social isolation and racism. A research degree is a key site for the assertion and legitimation of Indigenous knowledges, and it is here that Indigenous students are navigating tensions between legitimated disciplinary practices of the centre and the peripheral status of Indigenous knowledges. We, therefore, adopt Herbert's ‘centre–periphery’ model to interpret the research, arguing that this framework explains the focus on barriers, the neglect of pedagogy centred on academic excellence and student strengths, and research relationships between students and Indigenous communities. Our review identifies the need for a systematic research agenda specifically focused on Indigenous student success at the graduate research level, and looking internationally in order to assess the performance and strategies of Australian higher education providers in comparison to international institutions meeting the aims of First Nations research communities. This approach, we suggest, should move beyond an analysis of the nature of enablers and barriers to focus on Indigenous Higher Degree by Research success.  相似文献   

IDEA: Identifying design principles in educational applets     

Jody S. Underwood  Christopher Hoadley  Hollylynne Stohl Lee  Karen Hollebrands  Chris DiGiano  K. Ann Renninger 《Educational technology research and development : ETR & D》2005,53(2):99-112

The Internet is increasingly being used as a medium for educational software in the form of miniature applications (e.g., applets) to explore concepts in a domain. One such effort in mathematics education, the Educational Software Components of Tomorrow (ESCOT) project, created 42 miniature applications each consisting of a context, a set of questions, and one or more interactive applets to help students explore a mathematical concept. They were designed by experts in interface design, educational technology, and classroom teaching. However, some applications were more successful for fostering student problem-solving than others. This article describes the method used to mine a subset (25) of these applets for design principles that describe successful learner-centered design by drawing on such data as videos of students using the software and summaries of written student work. Twenty-one design principles were identified, falling into the categories of motivation, presentation, and support for problem solving. The main purpose of this article is to operationalize a method for post hoc extraction of design principles from an existing library of educational software, although readers may also find the design principles themselves to be useful. This project was funded by a seed grant from the Center for Innovative Learning Technologies funded by the National Science Foundation (REC # 9720384), and was partially supported by Educational Testing Service. Any opinions expressed in this publication are those of the authors and not necesarily of Educational Testing Service.  相似文献   

Performance and perception in the flipped classroom     

Erik Blair  Chris Maharaj  Simone Primus 《Education and Information Technologies》2016,21(6):1465-1482

Changes in the conceptualisation of higher education have led to instructional methods that embrace technology as a teaching medium. These changes have led to the flipped classroom phenomenon - where content is delivered outside class, through media such as video and podcast, and engagement with the content, through problem-solving and/or group work, occurs in class. Studies investigating the impact of the flipped classroom have mainly looked at the student experience with little focus on whether exam outcomes are enhanced by flipping. An undergraduate Material Technology course at The University of the West Indies was taught in two formats over two successive years. The course was taught during the 2012/13 academic year in a ‘traditional’ format but, after reflecting on student feedback and personal pedagogy, the lecturer restructured the class and taught it in a flipped format during the 2013/14 academic year. This research examines whether the flipped format improved the learning experience in relation to exam performance and student perception. Data was gathered through analysis of course grades and student evaluation questionnaires. The lecturer’s reflective comments were also reviewed before and after the study. Analysis of the qualitative data shows that the flipped format led to a slight improvement in how students perceived the course and the lecturer’s reflection shows that they are keen to continue with the flipped format as it allowed more time for them to work with students at an individual level. While no significant change in relation to average cohort exam performance was found, fewer students in the flipped classroom achieved marks at the highest level. It is therefore recommended that practitioners who intend to flip their classroom pay as much attention to student performance as they do to student perception.  相似文献   

Writing Should be Sharing     

Chris Rayers 《Literacy》1987,21(2):115-124

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Jenny Williams (ed.) Negotiating Access to Higher Education: The Discourse of Selectivity and Equity     

Chris Duke 《Higher Education》1998,36(1):117-118

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Equipping Leaders to Capitalise on the Outcomes of Quality Assessment in Higher Education     

Phil Meade  Chris Heath 《Assessment & Evaluation in Higher Education》1999,24(2):147-156

Has the quality movement in universities become so sophisticated that it has outpaced the capacity of academic leaders to respond? The authors of this paper argue that this has been their experience within the context of New Zealand universities. In response, the University of Otago has developed an innovative programme to provide academic and administrative leaders with an opportunity to enhance those skills and attributes needed to meet the challenges of change arising from audit and other reforms.  相似文献