Guidance and support in work-experience programmes for unemployed young people in the United Kingdom     

A. G. Watts 《International journal for the advancement of counseling》1984,7(1):25-29

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Questioning Styles and Students' Learning: Four case studies     

Helena Pedrosa de Jesus  Patr?′cia Almeida  Mike Watts 《教育心理学》2004,24(4):531-548

A study of the relationships between students' questioning and learning styles is being conducted on data collected in two university semesters with a sample of 300 students. This report discusses the results of case studies looking in depth at four of the students. These were involved in further data collection through written and oral questions, interviews and classroom observation experiments. The main aim is to unravel the interrogative bases of the students' learning by looking at the quality and quantity of questions they ask. This means that among other characteristics, the nature and the deliberative or spontaneous use of questions by the four students were investigated. It was possible to distinguish question‐askers by tallying their questions. Their learning styles were characterised using Kolb's Learning Styles Inventory. The study also allowed for snapshots of how particular learners shape questions. Looking at the way in which these questioning styles fit with their orientations to learning, and how this drives learning, informs what teaching might best then ensue.  相似文献   

A conflict of interest--when scientists sign articles that appear in the press, we need to be told if they are not quite all they seem     

Edwards R 《New scientist (1971)》2004,182(2453):19

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Communication skills training exploiting multimodal emotion recognition     

Kiavash Bahreini  Rob Nadolski  Wim Westera 《Interactive Learning Environments》2017,25(8):1065-1082

The teaching of communication skills is a labour-intensive task because of the detailed feedback that should be given to learners during their prolonged practice. This study investigates to what extent our FILTWAM facial and vocal emotion recognition software can be used for improving a serious game (the Communication Advisor) that delivers a web-based training of communication skills. A test group of 25 participants played the game wherein they were requested to mimic specific facial and vocal emotions. Half of the assignments included direct feedback and the other half included no feedback. It was investigated whether feedback on the mimicked emotions would lead to better learning. The results suggest the facial performance growth was found to be positive, particularly significant in the feedback condition. The vocal performance growth was significant in both conditions. The results are a significant indication that the automated feedback from the software improves learners’ communication performances.  相似文献   

Children’s images of beauty: environmental influences on aesthetic preferences     

Robert Watts 《Education 3-13》2019,47(5):534-554

This article reports on a recent study that explored children’s aesthetic preferences. Authors of previous studies in this area have concluded children have a relatively narrow range of preferences based on judgments about their responses to images. In other contexts, researchers have investigated children’s perspectives on their environments and created opportunities for them to take photographs in response to research tasks. This study is the first to draw on both approaches in order to develop a clearer understanding of children’s aesthetic preferences. Fifty-one children in two primary schools were asked to find and photograph images to represent their perceptions of beauty. In order to investigate whether or how children’s environments influenced their preferences, the schools were located in contrasting urban and rural areas. The article explores several contrasts between the two sets of images and offers explanations for these contrasts. It suggests that previous studies may have underestimated the diversity of children’s aesthetic preferences and that social, cultural and environmental factors may explain the differences between children’s aesthetic preferences. The article concludes that both researchers and teachers could adopt similar methods to develop our understanding of children’s perspectives, identities and experiences.  相似文献   

Careers guidance under apartheid     

A. G. Watts 《International journal for the advancement of counseling》1980,3(1):3-27

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An interactive learning and course development environment: Context,theoretical and empirical considerations     

Martin M.A. Valcke  Rob L. Martens 《Distance Education》1997,18(1):7-23

In this contribution, a theoretical and empirical framework based on work carried out at the Open universiteit (Ou) for a new approach towards the design, production and delivery of flexible, interactive learning materials for distance education is presented.

In the Research and Development centre of the Ou, a project has concentrated on the innovation of current approaches. This framework can also be considered as an advance organizer to reading the remaining articles from the Open universiteit in this issue of Distance Education.

A key feature of the innovation is that during the design phase, course developers have to define ‘models’ of the materials to be developed: a content model, a support model, a student model and the learning path. From a flexibility point of view especially, the ‘student model’ is of importance since it defines the student variables that will be taken into account when developing/ presenting alternative materials (basic content and/or embedded support). A computer‐based system, the ‘Interactive Learning and Course Development Environment (ILCE)’, was developed to support the work of course development teams and tutors on the one hand, and students on the other hand. The development system supports the work of the developers; the delivery system supports the study process of students. The delivery is realised as an on‐line course, on the World Wide Web.

Students start working with the ILCE‐system by following an intake procedure. They can make choices in relation to student variables that have been defined in the student model (profession, study intentions, context, etc.). Next, they can ‘on the fly’ generate a course. Rom the large repository of learning materials only those materials are selected and compiled that are in line with the student model of this specific student Furthermore, they can choose to study the materials on screen and/or make prints of the materials. Of course, in printing the materials they lose the interactive and dynamic possibilities of the computer learning environment  相似文献   

Careers guidance services in a changing Europe     

A. G. Watts 《International journal for the advancement of counseling》1992,15(4):201-207

Current initiatives designed to develop stronger international co-operation between guidance services within the European Community are outlined. The implications of extending the Community to cover other European countries are discussed. The issue is raised of whether a common European approach to guidance is likely to emerge, and whether it is likely to differ from American approaches. Adapted and updated version of a paper presented at the International Conference of the International Association for Educational and Vocational Guidance held at the University of Lisbon, Portugal, on 9–13 September 1991.  相似文献   

Megabits     

Andrew Stein  Con Nikakis  John Bentley  Rob Jovanovic 《TechTrends》2001,45(2):27-27

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Integrating assessment, learning and instruction: Assessment of domain-specific and domaintranscending prior knowledge and progress     

Filip J.R.C. Dochy  George Moerkerke  Rob Martens 《Studies in Educational Evaluation》1996,22(4):309-339

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