Jiselle and the Royal Jelly: Power,Conflict and Culture in an Interdisciplinary Game Design Course     

Michele D. Dickey 《The International Journal of Art & Design Education》2010,29(2):163-172

With the rising popularity of digital games, a growing number of universities are developing programmes in various areas of digital design and interactive media to meet the needs for game‐related courses. Faculty of this emerging field are grappling with the complexity of developing curricula which integrate art, design and technology and of finding methods of integrating students from these diverse fields. The purpose of this article is to present a case study of an interdisciplinary undergraduate course in game design and to highlight some of the unforeseen challenges and issues that arose when attempting to integrate diverse students from various art, design and media fields with students from computer science. Specifically, this article addresses issues of (a) power, (b) conflict and (c) gender that arose among students during the development of a student‐created game.  相似文献   

Diversity Course Effectiveness Among Criminal Justice Students     

Michele Stacey 《Journal of Criminal Justice Education》2018,29(3):436-455

Most universities today require their students to learn about diversity as a part of their degree. Research has examined the effectiveness of diversity courses at changing attitudes toward groups, focusing on sexism or racism, within psychology and women’s studies disciplines. Given the increasing concern over bias in policing, however, this diversity training may be of importance to the study of criminal justice. The current study aims to examine the effectiveness of a diversity course within a criminal justice program at changing perceptions of groups using a survey based on validated measures of attitudes toward women, homosexuality, and symbolic racism. Change in attitudes between the pre-test and post-test are examined. Results suggest that the course is effective at changing attitudes toward homosexuality, but not race or sex. The results also suggest that these perceptions are dependent on group characteristics.  相似文献   

A systematic literature review on intangible assets and open innovation     

Michele?GrimaldiEmail author  Vincenzo?Corvello  Andrea?De Mauro  Emanuela?Scarmozzino 《知识管理研究与实践》2017,15(1):90-100

Despite the growing interest, Open Innovation (OI) in Intangible Assets (IAs) research is still fragmented and displays a limited contextual focus. This paper aims to provide a clearer view of these issues and represents a first step toward filling such research gap. A systematic literature review and a synthesis of high-quality contributions with a focus on a general overview of research on OI and IAs in OI processes have been carried out. By critically evaluating the current body of literature and definitions, we have moved a step further toward comprehending the multiple facets of existing research and highlight several promising areas for future development. In particular, we have analyzed the role of IAs in OI practices by selecting a synthesis and a critical review of their different exploitations. We have combined multiple algorithms to produce a clear topical taxonomy of the multiple strands of research lying at the interface of OI and IAs.  相似文献   

Verteilungsmodelle für Workflow-Management-Systeme – Klassifikation und Simulation     

Thomas Bauer und Peter Dadam 《Informatik - Forschung und Entwicklung》1999,14(4):203-217

Zusammenfassung.   In unternehmensweiten Workflow-Management-Systemen (WfMS) kann die von der WF-Engine zu bew?ltigende Last sehr gro? werden. Au?erdem werden hohe Anforderungen an die Verfügbarkeit eines solchen Systems gestellt. Deshalb wurden in der Literatur zahlreiche Architekturen für skalierbare WfMS vorgeschlagen, die auf unterschiedlichen Verteilungsmodellen für die WF-Engine basieren. Im vorliegenden Beitrag werden diese Verteilungsmodelle analysiert, verglichen und klassifiziert. Aufbauend auf diese Klassifikation wird für zwei Beispielszenarien die bei den verschiedenen Verteilungsmodellen entstehende Last simuliert und verglichen. Eingegangen am 12. M?rz 1999 / Angenommen am 8. Oktober 1999  相似文献   

The question book goes interactive     

Robert W. Bauer  Sandra S. Bauer  Erika R. Gilmore 《Performance Improvement》2004,43(4):45-47

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An exploration of instructors' perceptions about online proctoring and its value in ensuring academic integrity     

Michele Gribbins  Curtis J. Bonk 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1693-1714

As universities moved to remotely taught courses during the COVID-19 pandemic, the importance of maintaining academic integrity in online environments intensified. In response, this study explores instructors' perceptions about the role of online proctoring as a tool for their courses with the intent of enhancing the understanding of online proctoring's usefulness in ensuring academic integrity and the factors that may be swaying instructors' adoption decisions. An online survey was completed by 158 instructors at a variety of higher education institutions with 118 responding to an open-ended question that allowed respondents to share any additional thoughts about or experiences with using online proctoring. A thematic review of the qualitative comments illustrates the multifaceted impact of online proctoring on instructors and students. Results identified instructors' perceived benefits and challenges of online proctoring to them, their students and the learning process. In addition, instructors voiced numerous legal, ethical and social concerns about the use of online proctoring, including concerns related to students' privacy. Despite these concerns, some instructors identified strong use cases for online proctoring while others provided alternative strategies for ensuring academic integrity in online courses. As institutions consider the role of online proctoring in ensuring academic integrity, a holistic approach that balances instructional design best practices, student-friendly policies and proctoring tools is recommended to serve the complex needs and concerns of instructors, students and their institutions.

Practitioner notes

What is already known about this topic

• Prior research findings are mixed as to whether proctoring is valuable for ensuring academic integrity in online courses.
• Studies investigating grade performance in proctored versus unproctored exam settings have conflicting results; however, studies have found that students completing proctored formative exams perform better on summative exams than students completing non-proctored formative exams.

What this paper adds

• Qualitative data were collected to provide an overview of instructors' perceptions about and experiences with online proctoring.
• Analysis suggests that online proctoring is beneficial to some instructors, students and the overall learning process. At the same time, its use is also concerning to other instructors and students. Among the issues raised by instructors are concerns for student privacy, increases in student test anxiety and discriminatory proctoring practices.

Implications for practice and/or policy

• Institutions must be proactive in ensuring that the use of online proctoring aligns with their institutional values and the changing legal landscape.
• Institutional policies should strive to find a balance between ensuring academic integrity and promoting a positive experience for students and instructors. Since there are strong use cases for online proctoring, these policies should include flexibility whenever possible.

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Using natural language processing to support peer-feedback in the age of artificial intelligence: A cross-disciplinary framework and a research agenda     

Elisabeth Bauer  Martin Greisel  Ilia Kuznetsov  Markus Berndt  Ingo Kollar  Markus Dresel  Martin R. Fischer  Frank Fischer 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1222-1245

Advancements in artificial intelligence are rapidly increasing. The new-generation large language models, such as ChatGPT and GPT-4, bear the potential to transform educational approaches, such as peer-feedback. To investigate peer-feedback at the intersection of natural language processing (NLP) and educational research, this paper suggests a cross-disciplinary framework that aims to facilitate the development of NLP-based adaptive measures for supporting peer-feedback processes in digital learning environments. To conceptualize this process, we introduce a peer-feedback process model, which describes learners' activities and textual products. Further, we introduce a terminological and procedural scheme that facilitates systematically deriving measures to foster the peer-feedback process and how NLP may enhance the adaptivity of such learning support. Building on prior research on education and NLP, we apply this scheme to all learner activities of the peer-feedback process model to exemplify a range of NLP-based adaptive support measures. We also discuss the current challenges and suggest directions for future cross-disciplinary research on the effectiveness and other dimensions of NLP-based adaptive support for peer-feedback. Building on our suggested framework, future research and collaborations at the intersection of education and NLP can innovate peer-feedback in digital learning environments.

Practitioner notes

What is already known about this topic

• There is considerable research in educational science on peer-feedback processes.
• Natural language processing facilitates the analysis of students' textual data.
• There is a lack of systematic orientation regarding which NLP techniques can be applied to which data to effectively support the peer-feedback process.

What this paper adds

• A comprehensive overview model that describes the relevant activities and products in the peer-feedback process.
• A terminological and procedural scheme for designing NLP-based adaptive support measures.
• An application of this scheme to the peer-feedback process results in exemplifying the use cases of how NLP may be employed to support each learner activity during peer-feedback.

Implications for practice and/or policy

• To boost the effectiveness of their peer-feedback scenarios, instructors and instructional designers should identify relevant leverage points, corresponding support measures, adaptation targets and automation goals based on theory and empirical findings.
• Management and IT departments of higher education institutions should strive to provide digital tools based on modern NLP models and integrate them into the respective learning management systems; those tools should help in translating the automation goals requested by their instructors into prediction targets, take relevant data as input and allow for evaluating the predictions.

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