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Josie Barnes Parker 《图书馆管理杂志》2013,53(8):1001-1006
ABSTRACTWe hear often of the success of managers and administrators. We can find lists of titles on how to succeed as a manager and be the best we can be. We rarely read of failure or coping with failure from the people who have failed and survived with their jobs, or not survived as so often is the case. Somewhere in between always succeeding and sometimes failing is job fatigue. What to do with ourselves and how to recover our confidence and energy when we are completely drained is a personal decision and one with many choices. The author chose learning to ride and own horses and in this column she explains how learning to “mean it” with horses allowed her to redefine success and remain an enthusiastic library administrator. 相似文献
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Patrick McAndrew Doug Clow Josie Taylor James Aczel 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(6):739-746
Knowledge Management (KM) and knowledge sharing are important factors that support lifelong learning, and enable people to continue developing throughout their careers. The concept of a Community of Practice ( Wenger, 2000 ) is attractive in drawing together people whose work shares similar aspects, and consideration is given here to how technology can be used to develop and support such a community. In this paper, concepts from the Community of Practice literature are used to consider the development of a software environment for people working as a community in the area of lifelong learning. The intention was to design the system in an evolutionary way, using a minimal set of essential elements which would be elaborated according to user feedback. Three key design questions are considered: Who can contribute resources to such a system? What happens to existing practices? How is the community engaged? We conclude that, in lifelong learning, knowledge management supported by a software environment offers a good way to bring together communities, resources and experience, but to achieve these benefits, great care needs to be exerted in introducing the system and maintaining existing work practices. 相似文献
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Josie Taylor 《Instructional Science》1990,19(4-5):283-309
Informal observations of Prolog learners showed that, despite being presented with correct information and models, students still tended to construct their own idiosyncratic explanations of events, and, characteristically, they defended these ‘stories’ fiercely when tutorial intervention was attempted. Although the stories were often so flawed that the student's future progress was potentially hampered, it was nevertheless true that learning could not have proceeded at all without them. It seems that if we are to understand the novice Prolog programmer, we need to know about these stories, their source, and what, if anything, they have in common from one learner to another. Pain and Bundy (1987) posed the question “What stories should we tell novice Prolog programmers?” in order to teach them Prolog. In our research, we ask: “What stories do novices Prolog programmers tell themselves?” in order to learn Prolog. Observational studies undertaken showed that students used tacit knowledge of human discourse processes both to interpret the language used to communicate with the computer and to interpret the behaviour of the machine. Students did not appreciate the fundamental differences between natural discourse (as takes place amongst humans) and formal discourse (as takes place between humans and machines), and confused elements of the discourse levels. This can be an effective initial learning strategy, but unless its limitations are recognised, programs are inevitably incomplete at some level. Examples from these studies are reported here with illustrative protocol fragments. 相似文献
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21世纪澳大利亚职业教育和培训制度改革 总被引：2，自引：0，他引：2
自20世纪80年代中期以来,经过多次改革,澳大利亚逐渐建立了能力本位的职业教育与培训体系.目前,面对不断变化的经济和人口状况,加强对技能紧缺行业人才的培训;改革传统学徒培训的实施模式,保证学徒培训的数量;进一步发挥行业在职业教育中的主导作用;增强国家职业资格制度的灵活性和转换性;加快培训包的改革更新;提高职业教育与培训的质量及受众人口,成为澳大利亚职业教育改革发展面临的关键问题. 相似文献
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