排序方式： 共有14条查询结果，搜索用时 15 毫秒
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Lee R. Alley 《Higher Education in Europe》1999,24(2):187-195
Continued world‐wide economic and human development will require substantial leaps in access to learning, knowledge, and peers. A major expansion of capacity and efficiency in: (i) knowledge distribution, (ii) learner productivity, and (iii) teaching is required. A broader notion of personal knowledge management is needed ... one that will help knowledge workers obtain and maintain lifelong preparation for the global knowledge economy. Wholly new models for providing access to lifelong continuous learning and personal knowledge management are needed. The full spectrum of component functions and costs within traditional education systems are being unbundled so as to allow separate functions to be selectively retained and re‐designed independently, then reconfigured, alongside creative new functions. This article offers a new model for addressing these issues. The purpose is not so much to prescribe the best answer, but rather to offer a structure for thoughtful debate and for commercial testing in the international market‐place. 相似文献
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Louis E. Alley 《Research quarterly for exercise and sport》2013,84(3):253-270
Abstract The purpose of this study was to develop an easily administered test of motor ability for college men. Expert opinion was used in the validation process and eight factors of motor ability and 29 items measuring those factors were chosen. The selected tests were administered to 222 college men and statistical analysis covered item reliability, objectivity, correlations with the criterion, and intercorrelations. Through use of the Doolittle technique multiple correlations and regression equations were computed for a number of combinations. Two test batteries including one short indoor test were recommended. Scoring tables, norms, score card, profile, and directions for administering are included in a test manual. 相似文献
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Edward Downs Aaron R. Boyson Hannah Alley Nikki R. Bloom 《Journal of Applied Communication Research》2013,41(2):184-200
Some institutions of higher learning have invested considerable resources to diffuse iPods and MP3 devices though little is known about learning outcomes tied to their use. Dual-coding and multimedia learning theories guided the development of a typical college lecture so that it could be presented in a combination of audio and visual forms across small-screen and large-screen displays. A 3 (audio, audio/text, and audio/video)×2 (iPod screen vs. computer screen) factorial experiment, was conducted to examine how systematic variations in the capability of commonly used MP3 technologies facilitate learning. Scores indicated that dual-coded presentations were substantially more potent learning aids. Results are discussed in terms of developing best-practice strategies for those who wish to implement iPod technology into course curricula. 相似文献
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Dr. Alvin D. Alley 《Clearing house (Menasha, Wis.)》2013,86(9):419-420
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