Self Organising Wayfinding Support for Lifelong Learners     

Colin Tattersall  Jocelyn Manderveld  Bert van den Berg  René van Es  José Janssen  Rob Koper 《Education and Information Technologies》2005,10(1-2):111-123

Lifelong learning puts learner self-direction centre-stage. However, increased responsibility should not come at the price of over-burdening or abandonment of learners as they progress along their learning journey. This paper introduces an approach to wayfinding support for lifelong learners based on self-organisation theory. It describes an architecture which supports the recording, processing and presentation of collective learner behaviour designed to create a feedback loop informing learners of successful paths towards the attainment of learning goals. The approach is presented as an alternative to methods of achieving adaptation in hypermedia-based learning environments which involve learner modelling. The article concludes with a discussion of the questions being addressed in our ongoing research.  相似文献   

Implementing the flipped classroom: an exploration of study behaviour and student performance     

Anja J. Boevé  Rob R. Meijer  Roel J. Bosker  Jorien Vugteveen  Rink Hoekstra  Casper J. Albers 《Higher Education》2017,74(6):1015-1032

The flipped classroom is becoming more popular as a means to support student learning in higher education by requiring students to prepare before lectures and actively engaging students during lectures. While some research has been conducted into student performance in the flipped classroom, students’ study behaviour throughout a flipped course has not been investigated. This study explored students’ study behaviour throughout a flipped and a regular course by means of bi-weekly diaries. Furthermore, student references to their learning regulation were explored in course evaluations. Results from the diaries showed that students’ study behaviour in the flipped course did not appear to be very different from that of students in a regular course. Furthermore, study behaviour did not appear strongly related to student performance in both the flipped and the regular course. Exploration of student references to their learning regulation in the course evaluations showed that some students experienced the flipped course design as intended to support their learning process. Other students, however, demonstrated resistance to changing their study behaviour even though changing study behaviour is expected in order to benefit from the flipped classroom. Further research on the relationship between students’ learning regulation and actual study behaviour and course results is necessary to understand when and why implementing the flipped classroom is successful. Recommendations that may help more effective flipped classroom implementation include considering the prior history between students and instructor(s), the broader curriculum context, and frequent expectation communication especially with large numbers of students and non-mandatory lecture attendance.  相似文献   

Flying in the face of instructional design: Rationale for the case study     

Rob Walker  Ron Lewis  Louise Laskey 《The Australian Educational Researcher》1996,23(3):29-44

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Farewell Professional Dominance     

Rob Irvine 《Metascience》2007,16(2):335-339

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Precariousness under the new psychological contract: the effect on trust and the willingness to converse and share knowledge     

Rob?SharkieEmail author 《知识管理研究与实践》2005,3(1):37-44

This paper argues that the traditional employment relationship based on long-term commitment and reciprocity has been replaced by one which incorporates a high level of precariousness and that individuals form perceptions of the trust they have in the organisation based on their view of the psychological contract. This paper develops a model of these perceptions and develops six propositions about an individual's level of trust in the organisation, management and fellow workers and their belief that their expectations will be progressively met and that they will be compensated in the long term for their contribution. These perceptions and the six propositions developed in the paper have profound ramifications for the willingness of individuals to converse and potentially to share their knowledge with others for the benefit of the organisation, because high levels of trust will be needed before individuals will be predisposed to start to converse and exhibit a willingness to share their knowledge.  相似文献   

Co-designing a civics curriculum: young people,democratic deficit and political renewal in the EU     

Judith Bessant  Rys Farthing  Rob Watts 《课程研究杂志》2016,48(2):271-289

Contemporary discussion of the ‘crisis in democracy’ displays a tendency to see young people as the problem because they are ‘apolitical’, ‘apathetic’ and ‘disengaged’, or point to deficiencies in institutions deemed responsible for civic education. This discussion normally comes as a prelude to calls for more civics education. This article points to a renewal of politics at the hands of young people relying on new media, and draws on evidence like survey research, case studies and action research projects. This political renewal is occurring largely in response to the assumption of political elites that a ‘politics-as-usual’ will suffice to address the major political challenges of our time. Against the assumption that teachers, curriculum experts and policy-makers already know what kinds of knowledge and skills students need to become good citizens, we make a case for co-designing a contemporary citizenship curriculum with young people to be used for the professional development of policy-makers. We argue that such an intervention is likely to have a salutary educational effect on policy-makers, influence how they see young people’s political engagement and how they set policy agendas. The article also canvasses the protocols such a project might observe.  相似文献   

Training in phonemic segmentation: The effects of visual support     

Mariëtte T. Kerstholt  Dr Wim H. J. van Bon  Rob Schreuder 《Reading and writing》1994,6(4):361-385

Two experimental studies examined the effects of different types of phonemic segmentation training on phonemic segmentation, reading and spelling. Children with learning disabilities, who were weak in phonemic segmentation, were trained with the use of diagrams and alphabet letters, with alphabet letters only, or with no visual support at all (the control condition). For this purpose three computer-assisted training programs were developed. In the first experiment, 48 children were assigned to one of the three programs. The training period lasted five weeks. Although in each training program the children improved their phonemic segmentation skill, there were no significant differences among the three training programs. This result may have been influenced by the different types of feedback that were provided in the three training programs. In a second experiment, therefore, these differences in feedback were eliminated and 49 different children were trained with the same three programs. The results of this experiment, however, were the same as those of the first experiment. The finding that visual support had no beneficial effects could therefore not be attributed to differences in explicit feedback. It was concluded that with these children, in contrast to preschoolers, phonemic segmentation training using visual support does not have any advantage over auditory training alone. The results of this study indicate that preschoolers and children with reading and spelling problems cannot be treated in the same way. It underlines the importance of further examination of the problems that poor readers and poor spellers encounter in grasping the structure of spoken language.  相似文献   

The sociology of education and life in school classrooms   总被引：1，自引：0，他引：1  

Rob Walker 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1972,18(1):32-43

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Assessing highly‐creative ability1     

Rob Cowdroy  Erik de Graaff 《Assessment & Evaluation in Higher Education》2005,30(5):507-518

This paper presents a psychological perspective of the educational dilemma of assessing highly (high‐level) creative ability (with some connections to contemporary philosophical debate). Assessment of highly‐creative ability is a topic of longstanding debate involving questions of what constitutes creativity; whether the creative mental process is essentially intuitive or essentially rational; whether creative ability could or should be reduced to quantifiable parameters; and whether the most important aspects of creative achievement reside in the initial thinking (invention of ideas) or in the subsequent process of development of the idea (making a work of art, design, etc) or in the end product (the work of art or design itself). The debate is fueled by various philosophical, psychological and educational perspectives, all of which are continuously evolving. As a consequence, learning objectives and assessment criteria are ambiguous and confound the enhancement of creative ability that is the primary purpose of higher education. This paper traces the research and development path that led to an innovative ‘authenticative assessment’ approach to assessing highly‐creative ability that offers a promising solution.  相似文献   

"A bare outpost of learned European culture on the edge of the jungles of Java": Johan Maurits Mohr (1716-1775) and the emergence of instrumental and institutional science in Dutch colonial Indonesia     

Zuidervaart HJ  Van Gent RH 《Isis; an international review devoted to the history of science and its cultural influences》2004,95(1):1-33

The transits of Venus in 1761 and 1769 appear to mark the starting point of instrumental science in the Dutch East Indies (now Indonesia). This essay examines the conditions that triggered and constituted instrumental and institutional science on Indonesian soil in the late eighteenth century. In 1765 the Reverend J. M. Mohr, whose wife had received a large inheritance, undertook to build a fully equipped private observatory in Batavia (now Jakarta). There he made several major astronomical and meteorological observations. Mohr's initiative inspired other Europeans living on Java around 1770 to start a scientific movement. Because of the lack of governmental and other support, it was not until 1778 that this offspring of the Dutch-Indonesian Enlightenment became a reality. The Bataviaasch Genootschap van Kunsten en Wetenschappen tried from the beginning to put into effect the program Mohr had outlined. The members even bought his instruments from his widow, intending to continue his measurements. For a number of reasons, however, this instrumental program was more than the society could support. Around 1790 instrumental science in the former Dutch East Indies came to a standstill, not to be resumed for several decades.  相似文献