网络环境下虚拟馆藏的组织与原则     

侯建海 《烟台职业学院学报》2003,9(2):85-87

虚拟馆藏和传统意义上的馆藏之间是有区别的,文章详述了虚拟馆藏的构成要素,网络环境下 虚拟馆藏的组织方法和原则及建设虚拟馆藏时应注意的问题。  相似文献   

中国古代小说理论中的"虚实"问题     

刘筵莉 《苏州市职业大学学报》2005,16(1):53-54

真实与虚构以及二者之问的关系是小说理论中的重要问题，本文试图通过对古代相关理论的追溯与爬梳，探讨中国古代小说理论中关于真实性与虚构性的问题，并由此总结中国古代小说理论“虚实”范畴的内涵。  相似文献   

浅谈德国小说《喷泉》的哲学思辨     

次晓芳 《雁北师范学院学报》2005,21(4):51-52

本文对德国后现代主义作家马丁？瓦尔泽《喷泉》的独特写作手法，即由一些零散的片段回忆中掺杂着哲学思辩，做了简要分析。深入地揭示了历史和现实的哲学关系，使回忆文学产生了新的积极的现实意义。  相似文献   

资源选择的质量评价准则——虚拟馆藏选择评价刍议之三   总被引：1，自引：1，他引：0  

吴云标 《图书情报工作》2001,45(12):30-32

在《资源采集管理政策--虚拟馆藏选择评价刍议之二》提出的虚拟馆藏资源选择的范围政策基础上,进一步提出虚拟馆藏资源选择的相关质量评价准则。  相似文献   

理想与现实冲撞间的李商隐悲情     

汤素琴 《衡水学院学报》2009,11(5):34-36

作为晚唐抒发人生悲慨最具代表性的诗人李商隐,其悲情的产生究其原因是理想与现实之间的背离、冲撞出来的结果。这其中包含有身世、政治、爱情、宗教等方面的矛盾冲突。  相似文献   

真实性——网络新闻的生命     

孙芸  王中举 《贵阳金筑大学学报》2005,(3):53-55

网络假新闻的不断出现，对新闻的真实性造成了很大的影响。把握好新闻的真实性，关系到网络媒体的公信力。那么，到底如何把握好新闻真实性呢？首先要加强对互联网站的管理，建立健全一整套的网站新闻信息采制发布的审查把关制度，其次要严厉地打击利用网络制造和传播虚假信息、造谣惑众的行动，第三，网站要增强社会道德感和责任感，网络从业人员要提高自己各方面的素质，提高自己对信息的辨别力。同时，也要培养受众的防范意识，使他们不轻信、不传布未经证实的信息。  相似文献   

Using log variables in a learning management system to evaluate learning activity using the lens of activity theory     

Yeonjeong Park 《Assessment & Evaluation in Higher Education》2017,42(4):531-547

As the advance of learning technologies and analytics tools continues, learning management systems (LMSs) have been required to fulfil the growing expectations for smart learning. However, the reality regarding the level of technology integration in higher education differs considerably from such expectations or the speed of advances in educational technologies. This research aimed to evaluate the current activation levels and usage patterns of a LMS. A large data-set was analysed, which included the online activity information from 7940 courses. Through data pre-processing, general indicators reflecting login frequencies of the virtual campus and activity-based indicators presenting the activation patterns of diverse functions provided by Moodle were derived. Activity theory was applied to interpret the results of analysis, since it has been recognised as a powerful framework to understand phenomena encompassing interactive systems. Further, time-series investigation over three consecutive semesters allowed observation of historical changes. The results revealed considerably low use of the virtual campus with only slight changes, as well as significantly different activity patterns across course attributes and colleges. Contradictions among components in the activity system are discussed, along with the implications for improving teaching and learning with LMS in higher education.  相似文献   

Applications of augmented reality-based natural interactive learning in magnetic field instruction     

Su Cai  Feng-Kuang Chiang  Yuchen Sun  Chenglong Lin  Joey J. Lee 《Interactive Learning Environments》2017,25(6):778-791

Educators must address several challenges inherent to the instruction of scientific disciplines such as physics -- expensive or insufficient laboratory equipment, equipment error, difficulty in simulating certain experimental conditions. Augmented reality (AR) can be a promising approach to address these challenges. In this paper, we discuss the design and implementation of an AR and motion-sensing learning technology that teaches magnetic fields in a junior high school physics course. The purpose of this study is to explore the effects of using natural interaction on students’ physics learning and deep understanding compared to traditional learning tools. The 38 eighth graders who participated in this study were assigned to either an experimental group or a control group. Analysis of the results shows that the AR-based motion-sensing software can improve students’ learning attitude and learning outcome. This study provides a case for the application of AR technology in secondary physics education.  相似文献   

WebIntera-classroom: an interaction-aware virtual learning environment for augmenting learning interactions     

Jingjing Chen  Jianliang Xu  Tao Tang  Rongchao Chen 《Interactive Learning Environments》2017,25(6):792-807

Interaction is critical for successful teaching and learning in a virtual learning environment (VLE). This paper presents a web-based interaction-aware VLE – WebIntera-classroom – which aims to augment learning interactions by increasing the learner-to-content and learner-to-instructor interactions. We design a ubiquitous interactive interface that integrates a pen-and-paper interface with a web-based whiteboard to promote effective learner-to-content interactions. We develop a learning analytics tool that instantly shows learners’ learning interactions, with which instructors can supervise learner-to-instructor interactions. We implement a high-granularity Learning Analytics Engine (hgLAE) to broadcast, record and play a lecture recording. The hgLAE identifies hotspots in a lecture recording and raises students’ awareness of the hotspots when they watch the recording. WebIntera-classroom has been deployed in 11 universities in China. The system obtained high satisfaction in the questionnaires (N?=?464) and face-to-face interviews (N?=?60) conducted with the users from China Jiliang University. We compared the students’ performance, respectively, achieved in traditional classroom and in WebIntera-classroom at China Jiliang University during 2012–2013. The result demonstrates that the students could gain performance improvement by using WebIntera-classroom.  相似文献   

Design and development of VR learning environments for children with ASD     

Yiyu Cai  Ruby Chiew  Zin Tun Nay  Chandrasekaran Indhumathi  Lihui Huang 《Interactive Learning Environments》2017,25(8):1098-1109

Basic social interaction and executing certain tasks can be difficult for children with autism spectrum disorder (ASD). The symptoms of such behaviour include inappropriate gestures, body language and facial expressions, lack of interest in certain tasks, cognitive disability in coordination of limbs, and a difficulty in comprehending tasks’ requirements. This paper will discuss our efforts to develop virtual learning environments for children with ASD to improve their gestures and their interests in comprehending tasks’ requirements. Virtual environments are ideal for imparting skills necessary for independence before encouraging children with ASD to try these out in the real world and gain real-life experience. A high-end solution and a simplified solution will be presented together with a discussion on their comparison study.  相似文献