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11.
An Autoethnographical Study of Culture,Power, Identity and Art Education in Post‐Colonial South Korea 
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下载免费PDF全文 This article reflects my experiences of learning art in the 1970s and 1980s and my teaching career in school art education in twenty‐first century South Korea. This autobiographical reflection shows how I have struggled with my identity as an art teacher in the post‐colonial context of Western influences on Korean society since World War II. There has been greater tension and a greater struggle for different values, practices and identities when new values and practices have been introduced into the particular socio‐cultural context of South Korea. My struggles with particular kinds of pedagogic identity valued within the rapidly changing political, economic and cultural context of Western influences on Korean art education demonstrate the hidden structural mechanism of the relationship between culture, power and identity in the post‐colonial world of globalisation. This study as an autoethnographical research provides critical insights into how identities are produced by pedagogic discourses and practices of art education that are constructed through the specific systems of practice and language which transmit and regulate such identities and values. 相似文献
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Jeong Soojeong Elliott Jennifer B. Feng Zhang Feldon David F. 《Journal of Science Education and Technology》2022,31(5):691-705
Journal of Science Education and Technology - The properties and functions of complex systems apply across a variety of domains of science and are at the heart of the solutions to many global... 相似文献
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Liang Xiong Lyu Fen Li Kang Wu Pan Deng Seung Hee Jeong Zhigang Wu Han Ding 《国家科学评论(英文版)》2019,6(5):970
Soft robotics with new designs, fabrication technologies and control strategies inspired by nature have been totally changing our view on robotics. To fully exploit their potential in practical applications, untethered designs are preferred in implementation. However, hindered by the limited thermal/mechanical performance of soft materials, it has been always challenging for researchers to implement untethered solutions, which generally involve rigid forms of high energy-density power sources or high energy-density processes. A number of insects in nature, such as rove beetles, can gain a burst of kinetic energy from the induced surface-energy gradient on water to return to their familiar habitats, which is generally known as Marangoni propulsion. Inspired by such a behavior, we report the agile untethered mobility of a fully soft robot in liquid based on induced energy gradients and also develop corresponding fabrication and maneuvering strategies. The robot can reach a speed of 5.5 body lengths per second, which is 7-fold more than the best reported, 0.69 (body length per second), in the previous work on untethered soft robots in liquid by far. Further controlling the robots, we demonstrate a soft-robot swarm that can approach a target simultaneously to assure a hit with high accuracy. Without employing any high energy-density power sources or processes, our robot exhibits many attractive merits, such as quietness, no mechanical wear, no thermal fatigue, invisibility and ease of robot fabrication, which may potentially impact many fields in the future. 相似文献
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Allan Jeong 《Distance Education》2005,26(3):367-383
This paper proposes a set of methods and a framework for evaluating, modeling, and predicting group interactions in computer‐mediated communication. The method of sequential analysis is described along with specific software tools and techniques to facilitate the analysis of message–response sequences. In addition, the Dialogic Theory and its assumptions are presented to establish a theoretical framework and guide to using sequential analysis in computer‐mediated communication research. Step‐by‐step instructions are presented to illustrate how sequential analysis can be used to measure the way latent variables (e.g., message function, response latency, communication style) and exogenous variables (e.g., gender, discourse rules, context) affect how likely a message is to elicit a response, the types of responses elicited by the message, and whether or not the elicited sequence of responses (e.g., claim → challenge → explain) mirror the processes that support group decision‐making, problem‐solving, and learning. 相似文献
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The purpose of this study is to develop the evaluation factors for the Subject Guide for Korean Modern Literature, which is provided by the National Library of Korea, to enhance the guides as an effective public service. In the study, the following final evaluation factors were identified: four evaluation domains (use, content, format, and collaboration), 23 evaluation components, and 67 evaluation items and questions. The results of the study showed that key evaluation components included the reliability of the website, user communication, accessibility to the subject guides, book search capability, provision of information in a consistent format, and the scope of the subject guides. When the subject-specific bibliography system of the National Library of Korea was examined by applying the developed evaluation factors, it was found that the system satisfied only 37 (55.2%) of 67 evaluation items: 8 (40%) of 20 items on use, 13 (66%) of 20 items on content, 15 (88%) of 17 items on format, and 1 (10%) of 10 items on collaboration. Accordingly, the entire subject-specific bibliography system that is currently in use needs to be reviewed, and changes and improvements need to be made utilizing the derived evaluation factors. In particular, it is imperative to develop a strategy to facilitate collaboration among users and librarians in charge, and a more effective subject guide system. 相似文献
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Allan Jeong Sue Frazier 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(5):875-887
In asynchronous threaded discussions, messages posted near the end of the week provide less time for students to critically examine and respond to ideas presented in the messages than messages posted early in the week. This study examined how the day in which messages are posted (early, midweek and weekend) in computer-supported collaborative argumentation affect the number of responses elicited by arguments and challenges, and how its effects differ across the four types of exchanges (argument–challenge, challenge–counterchallenge, challenge–explain, challenge–evidence) that serve as indicators of critical discourse. This study found that the day of posting had a significant effect on the number of responses elicited per message, with the greatest to smallest effect on argument–challenge, challenge–counterchallenge, challenge–explain and challenge–evidence exchanges respectively. These findings highlight some of the limitations of asynchronous discussions, and suggest alternative ways to implement and design discussion environments to promote higher levels of critical discourse. 相似文献
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Allan Jeong Haiying Li Andy Jiaren Pan 《Educational technology research and development : ETR & D》2017,65(5):1175-1194
Given that grammatical and spelling errors have been found to influence perceived competence and credibility in written communication, this study examined how a student’s grammar and spelling errors affect how other students respond to the student’s postings in four online debates hosted in asynchronous threaded discussions. Message-response exchanges were sequentially analyzed to identify patterns in students’ replies to arguments and challenges with counter-challenges, explanations, and evidentiary support posted by students that exhibited low versus high number of grammatical and spelling errors. Although no causal inferences can be drawn from this study, the findings nevertheless suggests that: (a) arguments posted by high-error students are more likely to be challenged than arguments posted by low-error students; (b) exchanges between high-error students can amplify the effects of grammar/spelling errors; and (c) higher levels of argumentation can be achieved by placing students into groups that are heterogeneous in writing skills in general. The findings and methods used in this study lay the groundwork for further research on strategies for managing individual differences in students’ grammar and spelling (and other student behaviors in general) and increasing the level of critical discourse in online discussions. 相似文献
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The Effects of Gender Interaction Patterns on Student Participation in Computer-Supported Collaborative Argumentation 总被引：2，自引：0，他引：2
Allan Jeong Gayle V. Davidson-Shivers 《Educational technology research and development : ETR & D》2006,54(6):543-568
In this study we examined response patterns in exchanges between males and females and their effects on gender participation
in five online debates. Students classified messages into arguments, evidence, critiques, and elaborations while posting messages
to the debates to facilitate argumentation and the sequential analysis of message-response sequences. The findings revealed
no differences in number of critiques posted in response to arguments because females were just as likely as males to critique
messages from both males and females, and because females responded to males with critiques at a higher than expected frequency.
Posthoc analysis revealed strong indications that females posted fewer rebuttals to the critiques of females than males, and
males posted more rebuttals to the critiques of females than females. The methods used in this study illustrate a process-oriented
approach to explain and predict gender differences in participation and serve as a framework for future research on gender
participation, group interaction, and strategies for facilitating collaborative argumentation and problem solving. 相似文献
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Matthias von Davier Kentaro Yamamoto Hyo Jeong Shin Henry Chen Lale Khorramdel Jon Weeks 《Assessment in Education: Principles, Policy & Practice》2019,26(4):466-488
ABSTRACTBased on concerns about the item response theory (IRT) linking approach used in the Programme for International Student Assessment (PISA) until 2012 as well as the desire to include new, more complex, interactive items with the introduction of computer-based assessments, alternative IRT linking methods were implemented in the 2015 PISA round. The new linking method represents a concurrent calibration using all available data, enabling us to find item parameters that maximize fit across all groups and allowing us to investigate measurement invariance across groups. Apart from the Rasch model that historically has been used in PISA operational analyses, we compared our method against more general IRT models that can incorporate item-by-country interactions. The results suggest that our proposed method holds promise not only to provide a strong linkage across countries and cycles but also to serve as a tool for investigating measurement invariance. 相似文献