Interactivity and multimedia interfaces     

KIRSH  DAVID 《Instructional Science》1997,25(2):79-96

Multimedia technology offers instructional designers an unprecedented opportunity to create richly interactive learning environments. With greater design freedom comes complexity. The standard answer to the problems of too much choice, disorientation, and complex navigation is thought to lie in the way we design the interactivity in a system. Unfortunately, the theory of interactivity is at an early stage of development. After critiquing the decision cycle model of interaction – the received theory in human computer interaction – I present arguments and observational data to show that humans have several ways of interacting with their environments which resist accommodation in the decision cycle model. These additional ways of interacting include: preparing the environment, maintaining the environment, and reshaping the cognitive congeniality of the environment. Understanding how these actions simplify the computational complexity of our mental processes is the first step in designing the right sort of resources and scaffolding necessary for tractable learner controlled learning environments.  相似文献   

Constructions of Reason: Explorations of Kant's Practical Philosophy     

DAVID MCNAUGHTON 《Philosophical Books》1991,32(3):150-151

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Moral Values and the Teacher: beyond the paternal and the permissive     

DAVID CARR 《Journal of Philosophy of Education》1993,27(2):193-207

ABSTRACT Teachers are regularly blamed–especially in times of moral panic–for failing to set a good example and teach proper moral standards to their pupils. As well as familiar issues about moral values and the legitimacy of different modes of moral pedagogy this also raises the question of the degree of connection between a teacher's private and personal values, attitudes and behaviour and his or her professional conduct and responsibilities. Two common responses to these problems–paternalism and liberalism–are here criticised and an alternative perspective on the moral role of the teacher is sought, drawing on communitarian insights into the nature of moral and other values and their function in human affairs.  相似文献   

Educational videotape: a medium full of promise and riddled with pitfalls     

DAVID WILL  ROBERT M. WRATE 《Health information and libraries journal》1988,5(4):234-236

Health for all by the year 2000: information targets. National goals–no national focus?     

DAVID SHARP 《Health information and libraries journal》1987,4(4):219-224

Quality assurance in health sciences literature searching: applying the ISO 9000 quality standard     

ROWENA CULLEN  DAVID MASON 《Health information and libraries journal》1995,12(3):173-189

An Attempt To Measure and Facilitate Counselor Effectiveness     

G. ROBERT WARD  NORMAN KAGAN  DAVID R. KRATHWOHL 《Counselor Education & Supervision》1972,11(3):179-186

This study evaluated the use of Interpersonal Process Recall (IPR) with videotape (as opposed to more traditional methods) in improving the effectiveness of practicum students. The practicum students were randomly assigned to one of three treatment groups: (a) a video-IPR, (b) an audio-IPR, and (c) supervision using an audiotape of a regular counseling session. Three judges were asked to rate videotapes of 54 practicum students conducting their final counseling session with a coached client. The judges rated two time-samplings of the final session by means of a scale consisting of three parts: (a) 33 behavioral and feeling items, (b) a single global evaluation representing the normal curve with the baseline divided into eight equal segments, and (c) a request for the judges to write any adjectives or phases that they felt described the practicum student. The results were not as convincing as had been anticipated. This article discusses possible reasons that the results were not convincing and implications the results have for future research within this area of counselor education.  相似文献   

ITEM-EXAMINEE SAMPLING PROCEDURES AND ASSOCIATED STANDARD ERRORS IN ESTIMATING TEST PARAMETERS     

DAVID M. SHOEMAKER 《Journal of Educational Measurement》1970,7(4):255-262

Selected parameters for a negatively skewed and a normally distributed normative distribution were estimated in a post mortem item-examinee sampling investigation. Manipulated systematically were number of subtests, number of items per subtest, and number of examinees responding to each sub-test. Each item-examinee sampling procedure was replicated five times. Defining one observation as the score received by one examinee on one item, the results of this investigation support the conclusion that, in estimating parameters by item-examinee sampling, the variable of importance is not the item-examinee sampling procedure but is instead the number of observations obtained by that procedure. Degree of skewness in the normative distribution and failure to distribute all items among subtests were found to be relatively unimportant variables.  相似文献   

Foundations of Education — The Restoration of Vision To Teacher Preparation     

DAVID CONRAD  ROBERT NASH  DAVID SHIMAN 《Educational theory》1973,23(1):42-55

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EQUIVALENCE OF QUESTIONNAIRE ITEMS WITH VARYING RESPONSE FORMATS   总被引：1，自引：0，他引：1  

DAVID A. FRISBIE  DALE C. BRANDENBURG 《Journal of Educational Measurement》1979,16(1):43-48

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