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Mini-HowNet 普通类
Mini-HoeNet
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基于＜知网＞的词汇语义相似度计算 普通类
这里有一篇相关的文章，一个此文章知道下的demo
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本体创作工具protege4.1 普通类
本体创作工具protege3.4.4
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本体创作工具protege3.4.4 普通类
本体创作工具protege
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本体协作中的语义一致性PPT 普通类
本体协作中的语义一致性PPT
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一个礼物换回另一个礼物 普通类
一个礼物换回另一个礼物
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A demands-resources model of work pressure 普通类
This paper presents an initial test of the group task demands-resources (GTD-R) model of group task performance among IT students. We theorize that demands and resources in group work influence formation of perceived group work pressure (GWP) and that heightened levels of GWP inhibit group task performance. A prior study identified 11 factors relating to the task, group, individual, or environment as source factors to GWP. We extended this research by creating and validating scales for each source factor within an integrated GWP instrument. We then applied the instrument in an initial test of the GTD-R model. Results show the GTD-R model provides good predictions of GWP and group task performance. In addition we find GWP, task complexity, and time pressure factors to be higher in IT tasks vs. non-IT tasks described by our student participants. The findings extend demands-resources research from its prior focus on job burnout and exhaustion in individual tasks to incorporate less-intense pressure levels and group task contexts.
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Are digital natives a world-wide phenomenon 普通类
In 2001 Marc Prensky coined the phrase ‘digital natives’ to refer to the new generation of students who have grown up surrounded by technology. His companion papers spurred large amounts of research, debating changes that are required to curricula and pedagogical models to cater for the changes in the student population. This article reports on a study conducted in 2009 of more than 290 first year students at two South African universities. In this study, students were asked about their access to and use of technology. The results portrayed a heterogeneous student population, with varying levels of access to and use of most technologies. One of Prensky’s key features of a digital native is their excitement with Web 2.0 based technologies. Participants in this study however, appear not to use such technologies, and to not be interested in using them in their studies. One tool that students had high levels of access to (98.1%), and use of is the mobile phone. Out of all uses of technology surveyed, tasks involving the mobile phone were ranked in the top two positions. Also when asked to rank different uses of technology particularly for their studies, three of the top five uses relied on a mobile phone.
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Connecting schools community 普通类
Community and family involvement in schools is a well-documented antecedent to student success; yet, educators often find it challenging to increase involvement with parents and members of diverse communities. One solution is to use information and communication technology (ICT) as a bridge between schools, families, and the community. This research first presents a conceptual framework for uniting schools, families, and community members using ICT and then uses statewide data collected in Florida from the 2003–2004 to 2006–2007 school years to investigate significant trends in how schools communicate with, involve, and provide ICT access and education for community and family members. Results were analyzed at each school level, as well as by the differences between high and low socio-economic status (SES) schools. Findings indicate that during the study schools at every level and SES group significantly increased their contributions for ICT access and education of families and communities. However, high schools serving the most economically advantaged students provided the most ICT contributions to their families and communities. On the other hand, in support of bridging the digital divide, low SES elementary and middle schools provided significantly more contributions for ICT access and education of their community and parents, than their high SES counterparts. Recommendations and implications are provided.
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Computer-supported team-based learning 普通类
The benefits of teamwork and collaboration have long been advocated by many educational theories, such as constructivist and social learning models. Among the various applications of collaborative learning, the iterative team-based learning (TBL) process proposed by Michaelsen, Fink, and Knight (2002) has been successfully used in the classroom without computer support. This paper describes the implementation and evaluation results of a classroom application of the TBL process, which was modified to include computer mediation. We call this process computer-supported team-based learning (CS-TBL). This work extends learning in small teams from the traditional classroom to the hybrid classroom where students meet both face-to-face and online by emphasizing the importance of online team interactions. The outcomes are assessed through an evaluation model that considers the impact of motivation, enjoyment and team contributions on learning outcomes. The study results indicate that motivation influences the relationship between team interactions and perceived learning. Enjoyment is affected by motivation and perceptions of team members’ contributions, with the implication that students who perceive that the team interactions are adding value to their education will better enjoy learning and will experience higher-level learning outcomes.