The Use of Drama as Reflective Learning     

Maenette K. P. Ahnee‐Benham 《Teaching Education》2013,24(2):21-36

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Toward a Pedagogy of Transformation     

Joseph P. Keating  Rosario Diaz‐Greenberg  Mark Baldwin 《Teaching Education》2013,24(2):155-162

An on-going challenge in teacher education programs is how best to support new teachers in connecting their university coursework with their professional identity development and pedagogical practice in the schools. The reading and writing of case studies is one promising strategy teacher educators have explored as a means of assisting teachers in developing and cultivating a self-reflective, theory and practice reflexive, style of learning in the teacher education classroom and beyond. In the present paper, I present a case study of my own journey as a developmental and educational psychologist responsible for co-teaching a secondary teacher education course called "Adolescent Development for Teachers", in which having student-teachers research and write-up a case study of a single adolescent became the focus of the course and our pedagogy. I describe events that brought about the use of the case study in the course, the influence the use of the case study had on myself as an instructor as well as the students, and what students say are the educational benefits and difficulties of completing the adolescent case study. Implications for infusing a developmental focus into teacher education programs are discussed.  相似文献   

Cognitive load and knowledge sharing in Learning Networks     

Ya P. Hsiao  Francis Brouns  Liesbeth Kester  Peter Sloep 《Interactive Learning Environments》2013,21(1):89-100

Learning Networks (LNs) are online social networks designed to support nonformal learning; they are therefore particularly suitable for self-directed learners. In LNs, learners need to construct knowledge through knowledge sharing with other participants. However, without support, learners have to organize knowledge sharing themselves and this could induce extraneous cognitive load. When working on complex learning tasks, this organizing process could have a detrimental effect on knowledge construction. To optimize cognitive load, we propose using a peer support system that applies the mechanisms of peer tutoring to support knowledge sharing. Its mechanisms reduce, we argue, the extraneous load imposed by having to organize knowledge sharing as well as induce germane load by directing the freed-up cognitive capacity to processes that contribute to knowledge construction.  相似文献   

Physica: A Computer Environment for Physics Problem-Solving     

S.M. Ross  J.P.R. Bolton 《Interactive Learning Environments》2013,21(2):157-175

Physica is an integrated software package designed as part of a course for distance learning students from non-traditional educational backgrounds. It gives students access to an extensive hyperlinked physics glossary, computer algebra and graph-plotting tools. The package aims to give students a framework for solving physics problems and to help them acquire some higher level skills of quantitative problem-solving. This paper outlines rationales underlying various protocols for solving physics problems, and discusses the extent to which frameworks may be useful in helping students develop appropriate strategies for representing problems in formal terms, selecting targets, planning solutions and checking answers. Pedagogical issues underlying the design and implementation of the software are discussed.  相似文献   

Tracing discursive processes of shared knowledge construction in a technology-enhanced higher education setting     

Maarit Arvaja  Johanna Pöysä-Tarhonen 《Interactive Learning Environments》2013,21(4):321-337

This study focused on combining both the group- and individual-level analyses in studying a collaborative activity in technology-enhanced interactions in a higher education setting. The aim was to make visible, with empirical examples, the quality of the students' web-based discussions and trace the route for shared understanding. By quantifying various communicative functions, the analysis provided general knowledge on the quality and purpose of the discussion in the group and highlighted the different functional positions each student had within the group. However, only a detailed interpretative analysis of the relationships between specific thematic contents, communicative functions, and the collaborative features of the discussion, in the temporal frame, made it possible to trace and gain a deeper understanding of the true acts of collaboration. It also highlighted the individual participants' different participatory and discursive positions in the different phases of the task. Over the study, it became evident that any attempts to define a collaborative activity from either the group's or individual's perspective would only result in a partial interpretation of the collaborative enterprise.  相似文献   

The Virtual Classroom Experience: Viewpoints from Computing and Humanities     

Fadi P. Deek  Maura A. Deek  Robert S. Friedman 《Interactive Learning Environments》2013,21(2-3):113-136

In this article we first describe the past and current status of educational technology at New Jersey Institute of Technology (NJIT) (http://www.njit.edu). We then discuss the main points of deliberation for students, faculty and administrators involving learning via the World Wide Web and other information technologies, such as the Virtual Classroom TM (http://www.vc.njit.edu). Implementation and expansion of Web-based instructional activities at NJIT is occurring in all colleges of the university. In the Computer and Information Science (CIS) and Humanities and Social Sciences (HSS) departments, there is an ongoing and concerted effort to find practical applications of technology that meet educational ends. Such productive mergers highlight the complex issues that exist among instructional staff, administrative concerns and distance learning technologies. We conclude with a suggestion as to how such activity, in concert with a more developed communications tec hnology infrastructure, can serve to enhance the educational experience and outcomes of NJIT students.  相似文献   

Destination buffer analysis for packets rejection obliteration in multi-channel networks     

P. Baziana  G. Fragkouli  E. Sykas 《Journal of The Franklin Institute》2019,356(15):8803-8828

In this paper we study a multi-channel network, each station of which is equipped with a network interface that has a receiver buffer of multiple packets. In this way, each station is able to receive multiple packets per time instant. We adopt a synchronous access protocol which is affected by the collisions over the multiple channels and the destination conflicts. The proposed protocol performance crucially depends on the size of the receiver buffer since it determines the packet rejection probability at destination. An analytical probabilistic model based on a Markovian process is adopted for the performance measures derivation by means of closed mathematical formulas. The proposed protocol is compared to relative ones that either totally ignore the receiver collisions or assume a receiver buffer of a single packet capacity. The numerical results show that the increase of the receiver buffer size improves the performance decisively, resulting in higher throughput and lower delay and rejection probability. Also, it is shown that the appropriate receiver buffer size per station in order for the rejections at destination to be effectively eliminated is not unlimited but is limited to three packets for 0.1% accepted maximum level of rejection probability.  相似文献   

Nonlinear optimal control for wind power generators comprising a multi-mass drivetrain and a DFIG     

G. Rigatos  P. Siano  M. Abbaszadeh  P. Wira 《Journal of The Franklin Institute》2019,356(5):2582-2605

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Academic misconduct,misrepresentation and gaming: A reassessment     

Mario Biagioli  Martin Kenney  Ben R. Martin  John P. Walsh 《Research Policy》2019,48(2):401-413

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Institutional complementarities: The origins of experimentation in China’s plug-in electric vehicle industry     

John P. Helveston  Yanmin Wang  Valerie J. Karplus  Erica R.H. Fuchs 《Research Policy》2019,48(1):206-222

A vast literature on technology transitions within industries suggests that early phases of new technologies are marked by periods of intense experimentation, but we know little about the conditions under which these periods emerge. We apply inductive, grounded theory-building techniques to examine what prompts firms to experiment across one emerging technology platform—plug-in electric vehicles (PEVs)—in China. Triangulating annual vehicle make and model sales data from 2003 to 2016 (plus monthly data from 2010 to 2016); 112 English and Mandarin archival documents from industry, academic, and news outlets; and 51 semi-structured interviews with industry, government, and academic stakeholders, we develop four in-depth case studies. We find that in contrast to the innovation trajectories of multinational and Chinese arms of joint venture (JV) firms, independent domestic Chinese firms (those with no history of international JV partnerships) are undertaking significant experimentation across multiple levels—infrastructure, core system, subsystem, and component—of the emerging PEV technology platform. We propose the concept of “institutional complementarities” to describe how interactions among institutions—here the national JV regulation and local market support and subsidies—may have turned regional markets into protected laboratories, extending the incubation periods for independent domestic firm experimentation. While this diverse experimentation may be an important antecedent of technology transition, consolidation induced by national policy standardization or competitive pressure may be required for PEV innovations to scale beyond their early, protected regional markets.  相似文献