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Jacquetta Megarry David Hawkridge 《British journal of educational technology : journal of the Council for Educational Technology》1993,24(1):4-11
Co-production occurs when two or more institutions contribute funds and labour to the processes of making course components for distance teaching. The author summarises reasons for international co-production of multimedia distance-teaching courses and provides a checklist of questions that should be considered before entering upon such co-production.
The second half of the article consists of a composite case study based on the UK's Open University experience of international co-production. The paper ends with three questions: Is international co-production of this kind worth trying? Can the chances of success be made high enough by careful planning to justify risking capital in such ventures? Are other forms of collaboration more likely to be cost-effective? 相似文献
The second half of the article consists of a composite case study based on the UK's Open University experience of international co-production. The paper ends with three questions: Is international co-production of this kind worth trying? Can the chances of success be made high enough by careful planning to justify risking capital in such ventures? Are other forms of collaboration more likely to be cost-effective? 相似文献
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Jacquetta Megarry 《British journal of educational technology : journal of the Council for Educational Technology》1988,19(3):172-183
The role of the computer should be organising and representing knowledge to give the user easy access and control, rather than trying to create a model of the learner and seeking to prescribe her route through it. Hypertext is high-level software through which the learner explores and interacts with knowledge. Users can pursue a variety of suggested trails through the material, or they can create new pathways for themselves and others to follow, by forging new links and even by extending the material. Hypertext is inherently multi-user, blurring the distinction between author, editor and reader. Hypermedia is a name sometimes given to the multi-media capability of hypertext, emphasising the way in which users can combine, edit and orchestrate sounds, graphics, moving pictures, texts and computer software, at the click of a mouse.
Compact disc technology provides the perfect partner to hypertext, offering extremely dense, robust and flexible storage. Products such as CD-ROM (compact disc read-only memory) and CD-I (compact disc interactive), and technologies such as DVI (digital video interactive), offer immense scope for multi-media learning. Educational technologists face an urgent challenge to harness the power of this combination. 相似文献
Compact disc technology provides the perfect partner to hypertext, offering extremely dense, robust and flexible storage. Products such as CD-ROM (compact disc read-only memory) and CD-I (compact disc interactive), and technologies such as DVI (digital video interactive), offer immense scope for multi-media learning. Educational technologists face an urgent challenge to harness the power of this combination. 相似文献
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Michael Younger Molly Warrington Jacquetta Williams 《British Journal of Sociology of Education》1999,20(3):325-341
This paper examines the gender gap at GCSE in eight contrasting English secondary schools, and discusses the reality and rhetoric of classroom interactions, focusing on the views of teaching staff, the perspectives of Year 11 students, and observations of teacher-student interactions in the classroom. In an earlier paper (British Journal of Sociology of Education, 17 (3)), the authors examined the extent to which there was less positive teacher-support for the learning of boys than for the learning of girls, and this issue is reviewed in differing school contexts. Research in this broader context suggests that most teachers believe that they give equal treatment to girls and to boys, particularly in support of their learning, but focus group interviews with students and classroom observation suggest that this is rarely achieved; in most schools, boys appear to dominate certain classroom interactions, while girls participate more in teacher-student interactions which support learning. If the underachievement of some boys is to be addressed successfully, these patterns of interaction need to be challenged, to enable boys to begin to develop the very learning strategies which many girls employ effectively to enable them to learn. 相似文献
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Some shortcomings of the current UK National Curriculum policy of delivering environmental education through traditional subjects are outlined and provide the context for reporting the results of a pilot study into Year 5/6 school children's attitudes towards nature and the environment. Its findings indicate that while the attitudes of children of this age towards nature and the environment are generally very positive, they can involve a number of limitations, dichotomies and ambivalences which it will be important for their education to help them to address. Issues for educational policy and pedagogy, particularly the need for an enhanced role for pupil discussion and participation in environmental action, are raised. 相似文献
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