Technology-enhanced learning: Rethinking the term,the concept and its theoretical background     

Don Passey 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):972-986

This theoretical paper is concerned with problematising the rethinking of theoretical backgrounds associated with one of the commonly used educational technology terms (fields)—technology-enhanced learning—in the wider context of scholarship. Examples will show that the term itself is now used beyond its apparent, stated scope, that it is used in a number of varied ways, and that this is in itself problematic. The ways in which the term is used will be identified, and from these a strategic categorisation to rethink the use of the single term in areas of scholarship (particularly research and teaching) will be proposed, offering terms specifically encompassing the realms in which technologies are being used. From this categorisation, it will be shown that each specific category is based on different conceptions related to or arising from practice. Consequently, ways that theoretical backgrounds should be considered will be explored in each case. While existing theoretical backgrounds enable conceptual underpinnings in some of those cases, in other cases it will be shown that there are currently no fully developed theories or limited theoretical frameworks available. The paper will conclude by identifying key research areas needed if we are to develop and take pertinent aspects of scholarship further forward.  相似文献   

Computer spreadsheets and draw programs in the classroom     

Don Ploger  Michael Rooney  Lee Klingler 《TechTrends》1996,41(3):26-29

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Robust estimator design with an emphasis balance between performance and robustness     

Hyeon-Cheol Lee  Don R. Halverson 《Journal of The Franklin Institute》2007,344(7):954-968

From a number of ML estimators (typically unbiased) of practical interest which include the variance for a Gaussian distribution, the standard deviation for a Laplace distribution, the variance for a Rayleigh distribution and a “spread parameter” for a Cauchy distribution, we design robust estimators according to an emphasis balance between normalized performance and normalized robustness. We measure performance with inverted MSE and robustness with a differential geometric approach.  相似文献   

Disseminating the right information to the right audience: cultural determinants in the use (and misuse) of rankings   总被引：1，自引：0，他引：1  

Leon Cremonini  Don Westerheijden  Jürgen Enders 《Higher Education》2008,55(3):373-385

Rankings and league tables, or Report Cards (RCs), of Higher Education Institutions have become a global phenomenon. Their purpose, it is claimed, is to help “student-consumers” make informed decisions. Yet the degree to which RCs succeed in helping students in their college choice is disputed. Even though RCs are intended for all, which information is sought and how it is used may differ between potential students hailing from different social, economic and cultural backgrounds. In particular, RCs may neglect certain cultural determinants that influence students’ college choice behaviour. The article reviews the literature on the cultural determinants of college choice and especially the use of RCs in the ambit of cultural determinants. In the United States, possibly because of evident educational gaps between ethnic groups in society, the issue of cultural perceptions in college choice has been addressed, albeit scantly. In Europe, this field of study is virtually non-existent, despite increasing indications that second and third generation immigrants still lag behind in terms of higher education participation and graduation rates.

Jürgen EndersEmail:

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An Assessment of Statistical Process Control-Based Approaches for Charting Student Evaluation Scores     

Xin Ding  Don Wardell  Rohit Verma 《Decision Sciences Journal of Innovative Education》2006,4(2):259-272

We compare three control charts for monitoring data from student evaluations of teaching (SET) with the goal of improving student satisfaction with teaching performance. The two charts that we propose are a modified p chart and a z‐score chart. We show that these charts overcome some of the shortcomings of the more traditional charts for analyzing SET data. A comparison of three charts (an individuals chart, the modified p chart, and the z‐score chart) reveals that the modified p chart is the best approach for analyzing SET data because it utilizes distributions that are appropriate for categorical data, and its interpretation is more straightforward. We conclude that administrators and faculty alike can benefit by using the modified p chart to monitor and improve teaching performance as measured by student evaluations.  相似文献   

Science Education and Citizenship     

Don Metz 《Science & Education》2016,25(3-4):469-470

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An occlusion paradigm to assess the importance of the timing of the quiet eye fixation     

Samuel J. Vine  Don Hyung Lee  Rosanna Walters-Symons  Mark R. Wilson 《European Journal of Sport Science》2017,17(1):85-92

Abstract

The aim of the study was to explore the significance of the ‘timing’ of the quiet eye (QE), and the relative importance of late (online control) or early (pre-programming) visual information for accuracy. Twenty-seven skilled golfers completed a putting task using an occlusion paradigm with three conditions: early (prior to backswing), late (during putter stroke), and no (control) occlusion of vision. Performance, QE, and kinematic variables relating to the swing were measured. Results revealed that providing only early visual information (occluding late visual information) had a significant detrimental effect on performance and kinematic measures, compared to the control condition (no occlusion), despite QE durations being maintained. Conversely, providing only late visual information (occluding early visual information) was not significantly detrimental to performance or kinematics, with results similar to those in the control condition. These findings imply that the visual information extracted during movement execution – the late proportion of the QE – is critical when golf putting. The results challenge the predominant view that the QE serves only a pre-programming function. We propose that the different proportions of the QE (before and during movement) may serve different functions in supporting accuracy in golf putting.  相似文献   

Ethnic Mother Tongues as Languages of Instruction in the Canadian Classroom     

Don Dawson 《Equity & Excellence in Education》2013,46(1-6):229-234

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Reviews     

Pat Sadler  Garry Hornby  Gordon Dimmock  Don Baines  Gill Collins 《Pastoral Care in Education》2013,31(1):52-55

Pat Sadler, Hiroshima Shudo University, The Caring Child by Nancy Eisenberg. Cambridge, Mass, and London: Harvard University Press, 1992, hb ISBN 0 674 09725 4, pb ISBN 0 674 09726 2, US$8.95

Garry Hornby, University of Hull, Youth in Trouble: Educational Responses, by J. F. Schostak. London: Kogan Page, 1991. 192pp., pb. ISBN 0 7494 0372 1, np

Gordon Dimmock, Harold Hill Community School, Havering, ‘Some Way to Go’: A Pilot Study on the Appraisal of Educational Resources on Leaving Home and Homelessness, Leaving Home Project. London: Information Services Charity Limited, 1987. 56pp., £4.95

Gordon Dimmock, Harold Hill Community School, Havering, Experimental Project. Final Report, Leaving Home Project. London: Information Services Charity Limited, 1991. 30pp., £6

Gordon Dimmock, Harold Hill Community School, Havering, ‘Making the Break’: Choices and Decisions Facing Young People Leaving Home, by Philip Hope, edited by Catherine ByGott. London: CSV Advisory Service and Leaving Home Project, 1989. 157pp. plus VHS video ‘Cutting Loose’, 20 min., CSV, 1988. ISBN 0 907829 57 0, £28.25+£2.40 p. & p.

Don Baines, Anglia Polytechnic University, Teacher Training in Secondary Schools, by Rowie Shaw. London: Kogan Page Limited, 1992. 162pp., pb ISBN 0 7494 0637 2, £14.95

Gill Collins, Sovereign Centre Tutorial Unit, Issues: A Cross-Curricular Course for PSE, by John Foster. Hammersmith: Collins Educational, 1992. Pupil Book One, ISBN 0 00 327334 2, £4.95; Teachers Resources One, ISBN 0 00 327339 3, £7.25; Pupil Book Two, ISBN 0 00 327335 0, £4.95; Teachers Resources Two, ISBN 0 00 327340 7, £7.25; Pupil Book Three, ISBN 0 00 327336 9, £4.95; Teachers Resources Three, ISBN 0 00 3273415, £7.25; Pupil Book Four, ISBN 0 00 327337 7, £5.50; Teachers Resources Four, ISBN 0 00 327342 3, £7.95; Pupil Book Five, ISBN 0 00 327338 5, £5.50; Teachers Resources Five, ISBN 0 00 327343 1, £7.95  相似文献   

Strengthening Emotional Development: An Interview With Child Psychiatrist Joan Luby     

Don Ambrose 《Roeper Review》2013,35(3):212-213

Metacognition is an important component of advanced intellectual performance and, therefore, has been proposed to be more advanced in intellectually gifted than average children. However, existing research comparing gifted to average children's metacognitive abilities does not support this idea uniformly. Compared to average children, gifted children appear to have generally better declarative metacognitive knowledge and better ability to transfer strategies to situations distinct from those in which the strategy was learned. However, gifted children do not demonstrate consistently better strategy use, maintenance, or near transfer compared to average children. Nor do they display better cognitive monitoring ability compared to average children. Metacognition appears to be important to the development of high achievement in a domain. We argue that metacognitive abilities might be incorporated as additional criteria for entry into programs for the gifted beyond standard intelligence measures. Several identification methods which include metacognitive information are discussed.  相似文献