我国科研机构合作网络知识扩散研究——以“生物多样性”研究为例   总被引：1，自引：0，他引：1  

邱均平  瞿辉 《图书情报知识》2011,(6):5-11

通过对“生物多样性”研究高产机构所构成的合作网络进行社会网络分析,揭示科研机构合作网络知识扩散规律,剖析我国当前科研合作网络知识交流、扩散的特点。认为科研合作网络已成为科研领域的常态化事物,科研合作网络的结构对知识扩散具有重要要影响,因此,有必要全面探索其自身发展演变的规律,以促进科学知识的交流与扩散,同时也为我国科研政策的发展提供支持。  相似文献   

Tensions in Community Health Improvement Initiatives: Communication and Collaboration in a Managed Care Environment     

Caryn Medved  Kelly Morrison  James Dearing  Sam Larson  Greg Cline  Boris Brummans 《Journal of Applied Communication Research》2001,29(2):137-152

Between the years 1993 and 2000, the W. K. Kellogg Foundation sponsored the Comprehensive Community Health Models (CCHMs) Initiative in three Michigan counties. CCHMs was comprised of three closely related community initiatives carried out in the midst of a failed national health care reform effort and the continued penetration of managed care arrangements into many health care systems. This experimental initiative set out to test the hypothesis that traditional healthcare system animosities and exclusionary practices could be overcome by stakeholder participation in an ongoing, structured, collaborative dialogue about improving access to health services. In the process of collecting data through surveys, interviews, content analysis, and observation, we were struck by the occurrence of several overarching tensions that we perceive to exist in our data. The present article elucidates five such tensions and suggests how third parties such as communication researchers, evaluators, and practitioners can facilitate community health improvement initiatives and better their own data interpretation by acknowledging and understanding these tensions.  相似文献   

协作式教学设计过程模式研究   总被引：5，自引：0，他引：5  

张贵芹  张志坤  杨开城 《现代教育技术》2002,12(4):15-19

该文从传统的教学设计理论与实践的不足、设计人员自身素质的缺陷、理论专家的关注等几个方面,论证了开展协作式教学设计的必要性。同时借鉴企业管理的思想,论证了在教师之间建立一种“学习型组织”,从而保证开展协作式教学设计的可行性。此外列出了几种教师协作的组织形式,并尝试性地给出一种协作式的教学设计过程模式。  相似文献   

克服社会与心理的障碍实现在线协作学习   总被引：1，自引：0，他引：1  

袁磊 《现代教育技术》2003,13(4):34-37

有研究表明在线协作学习可以增强学习效果,减少远程学习的孤独感,触发学习动机等等。但是协作学习不可能在学习情境中自动进行,学习者需要克服社会和心理的障碍才能真正进行协作。有人认为通过网络视频会议等面对面的方式进行沟通就可以加强信任和实现协作,其实远程教育最吸引学习者的是学习没有时空限制。所以我们要创造性地使用一切教学技术和方法,激发学习者的热情,突破各种学习障碍。  相似文献   

A flexible framework for online collaborative learning     

Petrea Redmond  Jennifer V. Lock   《The Internet and Higher Education》2006,9(4):267-276

This paper presents a framework for online collaborative learning, also known as telecollaboration. At the centre of this flexible framework are online collaborative educational experiences where knowledge creation and knowledge in action are the nexus of social, teaching and cognitive presence based on the Community of Inquiry model of Garrison, Anderson and Archers [Garrison, D.R., Anderson, T., and Archer, W. (1999). Critical thinking in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 2(2–3), 87–105]. The framework provided should guide educators as they design, develop and implement authentic educational experiences within local, national or international settings in partnership with other educational stakeholders.  相似文献   

Emergent pedagogy: learning to enjoy the uncontrollable—and make it productive   总被引：1，自引：0，他引：1  

Anne French Dalke  Kim Cassidy  Paul Grobstein  Doug Blank 《Journal of Educational Change》2007,8(2):111-130

This essay reflects the shared experiences of four college faculty members (a biologist, a psychologist, a computer scientist, and a feminist literary scholar) working together with K-12 teachers to explore a new perspective on educational practice. It offers a novel rationale for independent thinking and learning, one that derives from rapidly developing interdisciplinary and transdisciplinary inquiries in the sciences and social sciences into what are known as “complex” or “emergent” systems. Using emergent systems as a model of teaching and learning makes at least three significant contributions to our thinking bout teaching, in three very different dimensions. It invites us into an awareness that the brains of individual students and teachers operate as emergent systems that are neither possible nor desirable to control fully. It invites us to appreciate as well that the activities and benefits of a classroom are not all individual interactions between teacher and student. Interactions among students and teachers are collectively contributing to a somewhat unpredictable project with an insistently social dimension, which is in turn crucial to the individual achievements of all involved. Finally, emergent pedagogy encourages us to consider more carefully the relations between the individual classroom and the larger educational community of which it is a component, including a challenge to rethink the matter of assessment.  相似文献   

合作思想在中国的传播     

刘超 《黄山学院学报》2008,10(2)

西方合作思想在清末传入中国,1920年代出现研究与传播的潮流。清末民初对合作思想的引介,主要是放在西方经济学理论中讲述,侧重于行业内部的分工协作。五四时期对合作思想的宣传,则着重于其救济与互助的一面。作为一种救国方略,合作思想经由五四时期的传播之后,迅即国家化,走上了与西方合作思想不同的中国化道路。  相似文献   

Does co-location matter for formal knowledge collaboration in the Swedish biotechnology-pharmaceutical sector?   总被引：2，自引：0，他引：2  

Maureen McKelvey  Håkan AlmMassimo Riccaboni 《Research Policy》2003,32(3):483-501

This article addresses the validity of assumptions about the importance of co-locality for innovation, by analyzing whether or not co-location matters for formal knowledge collaboration in the Swedish biotechnology-pharmaceutical sector, or biotech-pharma sector. The population of Swedish biotech-pharma firms has been defined, based on the three criteria of geographical location, their engagement in active knowledge development, and their specialized knowledge/product focus. The firms’ patterns of regional, national and international collaboration with other firms and with universities is analyzed, as well as the differing collaborative patterns of small versus large firm. In addressing the theoretical questions about the relative importance of co-location for innovation, the article also provides an empirical overview of the Swedish biotech-pharma sector, especially trends over time. This paper thus contributes to the literature by expanding our empirical knowledge about one European biotech-pharma sectoral system, e.g. Sweden, as well as addressing the theoretical question about the relative importance of co-location for formal knowledge collaboration.  相似文献   

Developing a ‘big picture’: Effects of collaborative construction of multimodal representations in history     

Maaike E. Prangsma  Carla A. M. Van Boxtel  Gellof Kanselaar 《Instructional Science》2008,36(2):117-136

Many pupils have difficulties with the abstract verbal information in history lessons. In this study we assessed the value of active construction of multimodal representations of historical phenomena. In an experimental study we compared the learning outcomes of pupils who co-constructed textual representations, visual-textual representations, or visual-textual representations integrated in a timeline. 85 pupils in pre-vocational secondary education, aged 12–13, worked in dyads on a series of four history tasks. All pupils took a pre-test, post-test and retention test. Results show that working on visual-textual representations integrated in a timeline leads to higher short-term results than co-constructing textual representations. Dialogue analyses for two dyads working in the condition with visual-textual representations integrated in a timeline indicate that the extent to which pupils verbally integrate textual and visual information differs for the four different tasks.  相似文献   

美国教育技术专业校际合作的演化与发展——学习科学的崛起与学媒关系及教育技术领域的未来     

郑旭东 《教育技术导刊》2008,(11):3-6

“教学设计与技术教授会”（PIDT）及其前身“大学教学开发与技术协作组”（UCIDT）在40余年的发展历史中,以其独特的方式开启了教育技术专业校际合作的先河,见证了教育技术专业校际合作主题的时代转换,并推动了教育技术培训的范式变更,促进了教育技术专业建设的历史进程,为教育技术领域的健康发展作出了重要贡献。  相似文献