Proximity effects on the dynamics and outcomes of scientific collaborations   总被引：1，自引：0，他引：1  

Felichism W. Kabo  Natalie Cotton-Nessler  Yongha Hwang  Margaret C. Levenstein  Jason Owen-Smith 《Research Policy》2014

This paper uses path overlap, an innovative measure of functional proximity, to examine how physical space shaped the formation and success of scientific collaborations among the occupants of two academic research buildings. We use research administration data on human subject protection, animal use management, and grant funding applications to construct new measures of collaboration formation and success. The “functional zones” investigators occupy in their buildings are defined by the shortest walking paths among assigned laboratory and office spaces, and the nearest elevators, stairs, and restrooms. When two investigators traverse paths with greater overlap, both their propensity to form new collaborations and to win grant funding for their joint work increase. This effect is robust across two very differently configured buildings. Implications for scientific collaboration and the design and allocation of research space are considered.  相似文献   

Asynchronous access to conventional course delivery: a pilot project   总被引：1，自引：0，他引：1  

Natalie Simpson 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(4):527-537

This study describes a technological pilot project providing 160 graduate students with asynchronous access to the ongoing proceedings of a lecture‐based course. Exactly half of the students spoke the language of instruction, English, as a second language (ESL). While the asynchronous video‐on‐demand service proved popular overall, ESL students were markedly heavier users of the system and reported most enthusiastically on its benefits. Asynchronous access was valued as much for empowering the learner with control of the lecture as it was for the issue of convenience. Furthermore, the medium of video capture was found to create an impression of intimacy simultaneously cleansed of environmental distractions, an experience not necessarily consistent with live attendance. These findings became the foundation of a course distribution system now providing lectures to over 1,500 undergraduates each semester, yet many of the observed benefits remain to be confirmed by future research.  相似文献   

The mad tea party maxim: Or how books don't always mean what the writer intended     

Natalie Babbitt 《Children‘s Literature in Education》1991,22(2):89-96

Natalie Babbitt is the award-winning author of such popular children's books asTuck Everlasting, The Devil's Storybook, andThe Search for Delicious, as well as many articles and reviews on children's literature. Ms. Babbitt presented this paper as the keynote address at the Annual Reading and Writing Conference for Teachers, University of North Carolina at Charlotte, October 1987.  相似文献   

Teacher design teams as a strategy for professional development: the role of the facilitator     

Heleen Becuwe  Jo Tondeur  Natalie Pareja Roblin  Jeroen Thys  Els Castelein 《Educational Research and Evaluation》2016,22(3-4):141-154

ABSTRACT

The goal of the current study was to explore the role and importance of the facilitator in teacher design teams. The study took place in the context of a pre-service teacher education institution in Belgium, where teacher design teams were set up to facilitate the professional development of teacher educators. The findings from focus-group discussions with team members and semi-structured interviews with facilitators confirm that the perceived importance of a facilitator depends on several factors, such as team characteristics and the design phase. Moreover, we found that a facilitator can fulfil three roles in a dynamic way: (a) providing logistic support, (b) scaffolding the design process, and (c) monitoring the design process. The discussion centres on how these results can be used to support facilitators for successful Teacher Design Teams.  相似文献   

Outcomes for engineering students delivering a STEM education and outreach programme     

Noleine Fitzallen  Natalie Ruth Brown 《European Journal of Engineering Education》2017,42(6):632-643

University science outreach programmes are used to encourage more school students to select science, technology, engineering, and mathematics (STEM) subjects in further education and pursue science-related careers. The benefits of science outreach programmes are often espoused from the perspective of programme participants. Little attention, however, is given to what university students delivering the programmes gain from the experience. This paper seeks to illustrate the benefits of engineering students delivering STEM outreach programmes in schools. It reports on a qualitative case study of the experiences of two STEM Education and Outreach team members from a regional university in Australia. Content analysis of interview data highlighted not only the participants’ motivations and perceived benefits of being involved in the STEM programme but also revealed the skills and attributes honed throughout the experience. Involvement in the STEM outreach programme resulted in the development of social and personal responsibility generic graduate attribute skills, evidenced through their motivations to be involved, the demonstration of understanding of teaching and learning, and application of science communication skills. This study demonstrates that designing and delivering STEM outreach programmes assists in the development of skills that will be beneficial when pursuing careers in engineering in the future.  相似文献   

Developing Digital Privacy: Children's Moral Judgments Concerning Mobile GPS Devices          下载免费PDF全文

Susan A. Gelman  Megan Martinez  Natalie S. Davidson  Nicholaus S. Noles 《Child development》2018,89(1):17-26

New technology poses new moral problems for children to consider. We examined whether children deem object tracking with a mobile GPS device to be a property right. In three experiments, 329 children (4–10 years) and adults were asked whether it is acceptable to track the location of either one's own or another person's possessions using a mobile GPS device. Young children, like adults, viewed object tracking as relatively more acceptable for owners than nonowners. However, whereas adults expressed negative evaluations of someone tracking another person's possessions, young children expressed positive evaluations of this behavior. These divergent moral judgments of digital tracking at different ages have profound implications for how concepts of digital privacy develop and for the digital security of children.  相似文献   

Rationalizing teacher roles in developing and assessing physical literacy in children     

Essiet  Inimfon Aniema  Salmon  Jo  Lander  Natalie J.  Duncan  Michael J.  Eyre  Emma L. J.  Barnett  Lisa M. 《Prospects》2021,50(1-2):69-86

PROSPECTS - Physical literacy serves as the foundation for several skills or attributes needed for lifelong physical activity participation. Based on its connection to physical activity, physical...  相似文献   

An exploration of anatomists’ views toward the use of body painting in anatomical and medical education: An international study          下载免费PDF全文

Natalie E. Cookson  Justine J. Aka  Gabrielle M. Finn 《Anatomical sciences education》2018,11(2):146-154

Previous research has explored the experiences of medical students using body painting as a learning tool. However, to date, faculty experiences and views have not been explored. This international qualitative study utilized a grounded theory approach with data collection through interviews with academics and clinicians who utilized body painting as part of their anatomical teaching. Twenty‐six anatomists participated in the study from 14 centers worldwide. Three themes emerged from the data: (1) the efficacy of body painting, (2) the promotion of knowledge retention and recall, (3) considerations and practicalities regarding the use of body painting as a teaching tool. Subthemes show that body painting is used as an adjunct to the curriculum for teaching surface anatomy and peer examination. Benefits included diffusing the formal curricula, high student engagement and learning for future clinical practice. Body painting was advocated for promoting knowledge retention and recall, particularly learning through the process of cognitive load due to combining the use of color and kinesthetic learning with anatomical theory. Critical discussions surfaced on the topic of undressing in the classroom due to cultural and personal considerations possibly leading to unequal involvement and different learning experiences. Overall results support previous research showing that anatomists appreciate body painting as an effective, enjoyable, engaging and cost efficient adjunct to the multimodal anatomy curriculum. The role of cognitive load theory in learning anatomy through body painting emerged from the data as a possible theoretical framework supporting learning benefits from body painting and is suggested for further investigation. Anat Sci Educ 11: 146–154. © 2017 American Association of Anatomists.  相似文献   

Relative academic performance and its relation to facet and overall satisfaction with interactive telecourses     

Paul Biner  Natalie Barone  Kimberly Welsh  Raymond Dean 《Distance Education》1997,18(2):318-326

An investigation was conducted in which 288 undergraduate college students taking 17 live, interactive telecourses at 68 remote sites were asked to report their satisfaction with various aspects of their telecourses as well as their overall satisfaction with those courses. In addition, a measure of relative academic performance was calculated for each student in which performance in the current telecourse was compared to prior academic performance. Results showed that high levels of relative performance were associated with (1) student satisfaction with the technological aspects of the courses, (2) student satisfaction with the promptness of material exchange with the instructor, and (3) overall student satisfaction. Practical implications of these results are discussed.

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Innovation,research and professional development in higher education: Learning from our own experience     

Leonor Margalef García  Natalie Pareja Roblin 《Teaching and Teacher Education》2008

This paper describes and analyses an innovative experience carried out by a group of lecturers from the Psychopedagogy Faculty of the University of Alcala, involved in an action research process with the purpose of reflecting about our own practice and constructing alternative teaching strategies to facilitate students’ reflective, autonomous and critic learning. The experience consists of a didactical proposal through which we intend to establish connections and interdisciplinary relationships among courses, in order to break down the isolation that usually characterizes the work of university teachers, and move towards a more global and complex formula for curriculum development. We also propose the use of Information and Communication Technologies (ICT) as tools to support the learning process and expand opportunities for reflection, dialogue and collaboration beyond the classroom activities. The results of this experience show a dialectic interaction amongst innovation, research and professional development processes.  相似文献