Current printed courses of the Open universiteit (Ou) have been designed according to a variety of course models; for example the ‘learning unit model’ or the ‘textbook‐workbook model’ (van den Boom & Schlusmans 1991). Considering the potential of the ILCE approach (Valcke & Martens, this issue), one can imagine new and innovative course models that build on the interactivity and flexibility possibilities of such an environment An essential feature of the ILCE approach is that developers can consider student differences when designing and producing learning materials.
In this article we will explore the problem of adapting the delivery of learning materials to student characteristics in relation to a course based on ‘cases’ in the law domain. Two different study modes are researched: a study mode that starts with the theory and next moves to practical work with the cases versus a study mode that starts with the practical work and next moves to the theoretical base.
Two studies are presented. Within the exploratory study, the research questions focus on the potential interrelations between student characteristics and the preference/choice for one of the two study modes. From the results can be concluded that almost all students from the Open universiteit prefer a theory‐based study mode, because they have a relatively large amount of experience with this study mode and because they find it a successful study mode.
In the second study, an experimental design is adopted with students studying in one of four different conditions: two study modes of printed learning materials and two study modes of interactive learning materials. In contrast with the exploratory study students clearly indicate a more diverse preference for certain study modes. Students also differ in their preference for the delivery mode. However the more traditional study and delivery mode (theory‐based and printed learning material) remains more popular. Again this might again be due to the greater experience students have with this approach. Only two student characteristics are significantly related to opting for the practice‐based study mode: the experience level with a study mode and one's prior knowledge with the subject matter. Comparable results were detected regarding the preferred delivery mode: students with little prior knowledge more readily prefer a printed book, probably because they have a better overview. 相似文献
This paper provides a new and systematic characterization of 488 universities, from 11 European countries: Finland, France, Germany, Hungary, Italy, Netherlands, Norway, Portugal, Spain, Switzerland and UK. Using micro indicators built on the integrated Aquameth database, we characterize the European university landscape according to the following dimensions: history/foundation of university, dynamics of growth, specialization pattern, subject mix, funding composition, offer profile and productivity. 相似文献
Zusammenfassung In der Produktfamilienentwicklung werden durch zwei Entwicklungsprozesse, Domain und Application Engineering, zun"achst wiederverwendbare
Entwicklungsartefakte produziert, um diese anschlie?end zur Konstruktion von kundenspezifischen Applikationen einzusetzen.
Die Wiederverwendbarkeit wird durch die explizite Definition der Variabilit"at der geplanten Applikationen einer Produktfamilie
erzielt. Diese proaktive Wiederverwendung ist bisher in den konstruktiven Entwicklungsphasen realisiert, jedoch noch nicht
im Test. Mit ScenTED (Scen_ario based TE_st Case D_erivation) wird in diesem Beitrag eine wiederverwendungsorientierte Technik
zur Testfallerstellung f"ur den Systemtest, dem Test eines ausf"uhrbaren Systems gegen spezifizierte Use-Cases, von Produktfamilien
vorgestellt. ScenTED basiert auf zwei Kernideen: der Erhaltung der Variabilit"at in Testf"allen und der Szenario-basierten
Verfeinerung der Testf"alle. Durch die Erhaltung der Variabilit"at wird die Wiederverwendbarkeit von Testf"allen gesichert;
die Szenario-basierte Verfeinerung erm"oglicht Nachvollziehbarkeit durch die durchg"angige Nutzung von Szenarien. In diesem
Beitrag wird die ScenTED-Technik an einem Beispiel erl"autert und Erfahrungen aus dem industriellen Einsatz diskutiert.
Product family engineering consists of two development processes: Domain engineering and application engineering. Reuseable
artefacts are created in the domain engineering process. These artefacts are used for the creation of customer specific applications
during the application engineering process. Reusability is achieved with the explicit definition of variability that specifies
the potential applications of the product family. The proactive reuse has been realized in the construnction phases of the
development process, but not within the test phases. We propose ScenTED (Scen_ario based TE_st Case D_erivation) for the creation
of reusable test cases for a use case based system testing in product family engineering. ScenTED has two key ideas: The first
is the preservation of variability in test cases and the second idea is the scenario-based refinement of test cases. The preservation
of variability ensures the reusability of test cases. The scenario-based refinement enables the traceability from requirements
to test cases. We present the ScenTED technique in this article with an example and discuss an industrial case study.
Zusammenfassung Die Verfasserin stellt Ansätze eines entwicklungsorientierten Konzeptes für Frauenbildung in Industrieländern vor. Elemente dieses Konzeptes sind: (1) Denken und Handeln in weltgesellschaftlichen Zusammenhängen, (2) die lokale/regionale Verankerung von Bildung, (3) die Förderung eines interkulturellen Blickwinkels und (4) der Abbau von Unterdrückung reproduzierenden Machtstrukturen. Ihren Ausführungen liegen u.a. folgende Thesen zugrunde: Die Entwicklung der Industrieländer hat katastrophale weltweite Auswirkungen, die es notwendig machen, daß auch Frauen ihre Rolle in diesem Zerstörungsprozeß überdenken. Denn sie sind Teil des Systems und tragen, ihrer geschlechtsspezifischen Sozialisation entsprechend, zur Reproduktion derzeitiger Verhältnisse bei. In dem Anliegen, die blinden Flecken im Selbstverständnis von Frauen zu erhellen, werden Bezüge zwischen Umwelt- und Innenweltzerstörung, Opfer und Täter sowie Rassimus und Sexismus hergestellt. Des weiteren wird die Rolle von europäischen Frauen im Kolonialismus, der derzeitige Umgang europäischer Frauen mit Frauen aus fremden Kulturen und schließlich die Ausübung von Macht und Gewalt in Familie und Gesellschaft thematisiert.
The author presents first steps towards a development-based concept of women's education in the industrialized countries. Some elements of this concept are: (1) planning and action in a global context, (2) the local or regional bias given to education, (3) promotion of an intercultural perspective, (4) reducing the power of structures that encourage oppression. The author's observations are based on the following propositions: the development process in the industrialized countries has had terrible effects all over the world and it is necessary that women also consider their roles in what the author considers to be a process of destruction. This is because women are part of the overall system and contribute to its perpetuation in the measure of their own socialization. Connections are established between the destruction of the environment and the individual, as also between the victims and assailants of racism and sexism with a view to clarifying unidentified parts of the female consciousness. Beyond this, the role of European women in the context of colonialism and the present contact between European women and their counterparts from other cultures are examined with particular attention being paid to the exercise of power and force in the family and society.
Résumé L'auteur présente tout d'abord les étapes menant vers un concept d'éducation des femmes basé sur le développement dans les pays industrialisés. Quelquesuns des éléments de ce concept sont: (1) la planification et l'action dans un contexte global, (2) la direction locale ou régionale donnée à l'éducation, (3) la promotion d'une perspective interculturelle, (4) la réducation ou pouvoir des structures qui encouragent l'oppression. Les observations de l'auteur se basent sur les propositions suivantes: le processus de développement des pays industrialisés a eu des effets négatifs dans le monde entier et il est nécessaire que les femmes également analysent leurs rôles dans ce que l'auteur appelle un processus de destruction, car les femmes font partie du système global et contribuent à sa perpétuation dans la mesure de leur propre socialisation. Des rapports sont établis entre la destruction de l'environnement et l'individu, comme entre les victimes et les assaillants du racisme et du sexisme en vue de faire la lumière sur les domaines non-identifiés de la conscience de la femme. L'auteur examine ensuite le rôle des femmes européennes dans le contexte du colonialisme et le contact qui existe actuellement entre elles et leurs homologues des autres cultures, une attention particulière est accordée ici à l'exercice du pouvoir et de la force au sein de la famille et de la société.
ABSTRACTDifferences and similarities between table tennis and other racquet sports exist, but are not well documented in the literature, in spite of the relevance for talent identification. In this study we aimed at identifying the key characteristics of table tennis in comparison with tennis and badminton based upon a survey in coaches. A total of 177 licensed coaches from all across the world and with diverse professional backgrounds completed a survey on anthropometric measures, physical performance, and motor coordination skills. On a scale from 1 to 10, coaches indicated to what extent a talent characteristic was important for their sport. MANOVA identified key differences as well as similarities between all three racquet sports and a subsequent discriminant analysis allocated coaches correctly for table tennis, tennis, and badminton 81.01%, 55.6%, and 71.4% respectively. Our results show that table tennis and other racquet sport coaches are well aware of differences between the racquet sports and also the importance and value of testing and assortment of skill components. These findings can assist coaches in future talent orientation and transfer in racquet sports. 相似文献