A motivational model-based virtual reality approach to prompting learners' sense of presence,learning achievements,and higher-order thinking in professional safety training     

Gwo-Jen Hwang  Chun-Chun Chang  Shu-Yun Chien 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1343-1360

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A question,observation, and organisation-based SVVR approach to enhancing students' presentation performance,classroom engagement,and technology acceptance in a cultural course     

Shu-Yun Chien  Gwo-Jen Hwang 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(2):229-247

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人类命运共同体研究的发展进路与思考--基于CiteSpace知识图谱的可视化计量分析     

刘培东  吴志成 《教学与研究》2022,(1):70-81

借助文献计量工具对人类命运共同体研究进行可视化分析发现,围绕这一主题的研究进路可分为初始起步、快速发展和深化拓展三个阶段,以思想理念溯源、逻辑框架分析、价值意义阐释、实践路径探索为主要研究内容,以国际传播和话语权、中国特色大国外交实践整合、国际秩序和全球治理变革互动以及实践挑战和现实路径为前沿动向,并逐渐形成以马克思主义为主,涵盖政治学、社会学、法学等多学科参与的学术综合体。在人类命运共同体理念的重要性、必要性和紧迫性凸显的大变局时代,应进一步厘清基本概念、拓展研究视角和研究方法、加强研究力量整合和支持、加强对不同国家的认知和态度研究,深化理论研究和实践拓展。  相似文献   

Assessment for Learning of Design Teamwork Skills     

Virginie Tessier  Mathilde Carbonneau-Loiselle 《The International Journal of Art & Design Education》2023,42(3):420-438

This article seeks to contribute to the reflection around the training of future designers regarding teamwork. Collaboration, teamwork and negotiations are common everyday interactions that are now known to contribute positively to the design process. This article builds on a theoretical model that was initially proposed as a Ph.D. thesis contribution: the zone of proximal development for learning teamwork skills. The objective of this article is to share the first implementation of the model in a real educational situation and seize this opportunity to develop it further. The framework of assessment for learning and the concept of the zone of proximal development guide this research. The data collection is based on the observations of teamwork during a design seminar. The analysis is structured around the theoretical definitions of the model's components and in situ observations of the participants. This process guides us to share indicators allowing to confirm if a level or set of skills are achieved by a student. Plus, we propose a set of related teaching guidance to use when skills are identified as underdeveloped or to develop. Through this work, we wish to discuss how design students can be better equipped to enter the profession and play a significant role as team players.  相似文献   

Investigating inclusive education in primary schools in Ghana: what inclusive cultures,environment, and practices support implementation?     

Isaac Opoku-Nkoom  Francis R. Ackah-Jnr 《Support for Learning》2023,38(1):17-36

Schools create an inclusive environment and cultures and enact inclusive practices to cater for the learning and social needs of learners. Using an adapted Ghana Inclusive Education Monitoring Tool (IEMT), which is based on the Index for Inclusion, we collected data from 74 headteachers of primary schools. Data analysis involved percentages and frequencies of multiple-scaled items of the adapted IEMT. Findings revealed headteachers admit learners with special needs and disabilities (LwSEND) to set the stage for inclusion, while teachers accept these learners in schools. Collaborative cultures among teachers, parents, and other community stakeholders support inclusive education. While classrooms had somewhat good ventilation and lighting, school facilities were less accessible to all learners. Knowledge to adapt the curriculum and the flow of inclusive knowledge among teachers was limited. Suggestions to improve inclusive education include school-wide professional development for sharing inclusive knowledge, enhancing teachers' pedagogical competence and promoting supportive inclusive cultures.  相似文献   

Improving the digital capacity of schools by using the SELFIE tool for collective reflection     

Panagiotis Kampylis  Arianna Sala 《European Journal of Education》2023,58(2):331-346

Schools play a crucial role in preparing students for a technology-driven world. Although schools incorporate technology for teaching and learning in promising ways, reviewing their organisational strategies would enhance their digital capacity—namely, the effective integration of technology in teaching and learning practices. This article presents insights for improving schools' digital capacity provided by school leaders, teachers, and students from fourteen European countries, through open-ended questions on the SELFIE online tool for collective reflection. This article presents the thematic analysis conducted on 5247 excerpts collected through SELFIE questionnaires, referring to participants' perceptions of their schools' digital infrastructure, the usefulness of technology for teaching and learning, and the perceived need to make the most of technology. Findings align with international studies, which confirm that schools' digital infrastructure still needs improving, while teachers need more training on embedding technology in their teaching practices. Findings also reveal differences in school leaders, teachers, and students' viewpoints and experiences on technology use in their schools. Comparing viewpoints and experiences regarding a school's digital capacity by using a comprehensive and structured process of collective reflection, the SELFIE tool is unique within the field and can offer insights to school communities, education policymakers and researchers.  相似文献   

The effects of Success for All in the Netherlands on the reading achievement of first-grade students at risk of reading problems     

《Studies in Educational Evaluation》2023

This article reports outcomes of a quasi-experimental evaluation of Success for All (SfA), a comprehensive school reform program that has recently been introduced in the Netherlands. The Response to Intervention framework is used to describe how SfA supports students at different Tiers. The effects of SfA on five reading subskills were investigated for first-grade students at risk of reading problems. 299 students from two different cohorts were involved. Multilevel analyses demonstrated a significant effect of SfA on reading comprehension (ES = +0.26) in the first cohort. For the second cohort and the other reading subskills, mostly small positive effects of SfA were found, though these effects were not statistically significant. Furthermore, the relationship between tutoring intensity and reading achievement was examined. In the second cohort, a significant negative association of tutoring intensity with word and text reading skills was found. Implementation issues that may have impacted the outcomes are discussed.  相似文献   

The influence of three approaches to feedback on L2 writing task improvement and subsequent learning     

《Studies in Educational Evaluation》2023

This research examined the effects of using rubrics, exemplars, and self-assessment as forms of feedback in an L2 writing development course in English with Chinese speakers. The sample consisted of 114 L2 students at a university in Macau. Participants were randomly assigned to treatment groups and provided feedback on an English writing task using either rubrics, exemplars, self-assessment, or a control condition. The efficacy of these treatments was examined for both performance (on the writing task at hand) and learning (as demonstrated by performance on a new, similar writing task). Results indicate that rubrics and exemplars were effective as compared to the control condition, but the self-assessment approach was not.  相似文献   

大型虚拟仿真训练中心的建设与研究     

蒋玉想 《黑龙江科技信息》2014,(14):113+115-113

虚拟仿真技术可以模拟现实世界的真实系统,学生可以进行机械设计、零部件建模与整体装配、艺术设计与建筑设计,可以虚拟特殊领域的实验,如化工爆破、电力系统的极限运行状态等现实难于进行的实验操作,有助于培养学生的创新实践能力,同时具有成本低、效率高、安全性好的特点。  相似文献   

关于智能快递自提柜的研究及应用分析——以亚马逊为例     

张秋燕 《科技广场》2014,(10)

电子商务的迅猛发展,引起快递业务的爆发式增长,有时候间歇性的快递量增长程度超出了目前快递行业的可控范围,并由此带来了诸多问题,而智能快递自提柜这种新型的提货模式能够很好的破解物流"最后一公里"的难题。本文详细分析了智能快递自提柜的发展现状以及与传统快递自提模式的对比,为亚马逊成功运用智能快递自提柜的应用提供一定的意见和建议。  相似文献