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Exploring design features to enhance assessment 普通类
Many institutions encourage formative computer-based assessment (CBA), yet competing priorities mean that learners are necessarily selective about what they engage in. So how can we motivate them to engage? Can we facilitate learners to take more control of shaping their learning experience? To explore this, the Learning with Interactive Assessment (LINA) project, a small-scale study, trialed a selection of online, interactive question features designed to increase motivation, particularly of work-based learners, and to enhance learners’ ability to self-regulate their own learning experience. We present initial findings on learner perceptions of: (1) a confidence indicator tool—for learners to indicate their confidence that their answer will be correct before answering a question; (2) a learning log—for learners to insert reflections or view system-recorded information about their learning pathway; and (3) question feedback—for displaying a range of author comments. Themes emerged relating to motivational, behavioural and cognitive factors, including risk taking and skills in self-assessment. A serendipitous finding highlights learners’ frequently not reading onscreen feedback and presents perceptions on when feedback becomes most useful. Motivators and barriers to engagement and self-regulation are discussed in relation to principles of best feedback practice.
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Global channels of evidence for learning 普通类
In this paper, we take a designer’s look at how the activities and data of learning and assessment can be structured in immersive virtual game environments called Massively Multi-Player Online Games (MMOG). In doing so, we examine the channels of evidence throughwhich learning and assessment activities are derived in MMOGs, offering examples of how multiple evidence channels in operation through game-based activities can be utilised to construct rich data trails for assessment.
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Adaptive learning for ESL based on computation 普通类
In the conventional English as a Second Language (ESL) class-based learning environment, teachers use a fixed learning sequence and content for all students without considering the diverse needs of each individual. There is a great deal of diversity within and between classes. Hence, if students’ learning outcomes are to be maximised, it is important to know how to provide learning content using students’ preferences, learning characteristics and knowledge background as a basis. A five-step algorithm was proposed that was based on the four factors (gender, learning motivation, cognitive style and learning style) as the different learner characteristics. The percentage increase between the pretest and posttest scoreswas used to determine optimal adaptive learning sequences to accommodate a variety of individual differences. The algorithm included the following five steps—to obtain the learning performance, to distinguish the learning performance of the lowest and highest groups, to use the different learning sequences as a basis for categorisation, to test the four factors between the lowest and highest performance, and to reduce the number of handouts. Finally, an empirical study for validating the adaptive learning sequence was conducted. By analysing the students’ characteristics and the optimal learning sequences, an attempt was made to develop an adaptive learning sequence system to facilitate students’ learning and to maximise their learning outcome, thus addressing the problem of fixed learning sequences in conventional ESL instruction.
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Cognitive styles in learning from hypermed 普通类
This study investigates the navigational patterns and learning achievement of university students with different cognitive styles, on hypermedia learning environments using paging or scrolling. The global–local subscales of Sternberg’s Thinking Styles Inventory, two hypermedia, one using paging, the other using scrolling, a multiple choice achievement test, and a questionnaire to collect the students’ satisfaction on paging/scrolling were used as data collection tools. This study finds that the cognitive style and paging/scrolling, together or separately, neither affected the learning nor the satisfaction of learners. Students with different cognitive styles using paging or scrolling did all learn well, with no statistically significant difference. Also the navigation patterns did not seem to depend on cognitive style; that is, the frequencies of using the navigation tools were not significantly different.
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Using text mining to uncover students’ 普通类
Using text mining to uncover students’
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The influence of advice in a virtual learning 普通类
The influence of asynchronous discussion in a virtual learning environment, Blackboard, on subsequent coursework grades was examined with 166 psychology students to determine whether asking questions of the tutor online, and/or reading the questions and the given advice, influenced the grades on the report they were writing. A repeated-measures quasiexperimental design was used, with and without Blackboard available, to control for confounding variables. The grades on the assignment with Blackboard available were significantly higher than those on the previous assignment (when Blackboard was unavailable). Students who never used Blackboard had significantly lower grades on the assignment than the students who had used it. There was a positive relationship between the number of messages read and the grade achieved on the assignment. Students who read the most discussion board posts wrote significantly better reports (up by 4%) than they had previously. No improvement in grades occurred for the people who read no posts at all. Both the students who asked questions and those who just read the questions and answers (‘lurkers’) ended up with significantly better grades than they had done before Blackboard was introduced.
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The application of a multi attribute 普通类
Recently, because of the rapid increase in the popularity of the Internet, the delivery of learning programmes has gradually shifted from local desktop to online-based applications. As more and more technological tools become available for online education, there is an increasing interest among educators and other professionals in the application of these tools with regard to online courses. In large-scale operations, online learning management systems (LMSs) can save cost and time. LMSs are software applications that comprise a suite of tools for learning and teaching online. In conventional educational settings, online LMSs can help to improve the speed and effectiveness of the educational process, communication among learners, and also between staff and students. There are a large number of open-source and commercially available LMSs on the marketplace, and one of the problems facing an administrator or instructor is how to choose the LMS that can meet his/her needs. This paper describes a software system developed by the author to aid in the selection of a suitable LMS. The software is a web-based decision support system, titled Easy Way to Evaluate LMSs, and is based on using a multiattribute decision-making algorithm for the effective selection of an LMS.
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extended learning spaces 普通类
The paper proposes a model for e-education in instruction, training, initiation and induction based upon the concept of extended teaching spaces involving execution, facilitation and liberation, and extended learning spaces used for acquisition, application and construction cemented by dialogue and reflection. The proposed model is based upon theory, research and practice in education and information and communications technology (ICT). In this paper, the focus is on K-12 schooling, but the model may be applied to ICT integration in all sectors of education and training.
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Editorial20114001 普通类
Editorial20114001
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Failure-free education 普通类
In both cases, the clarity of the content organisation is strengthened by a simple, but not simplistic, exposition which makes them a valid educational support, suitable not only for students but also for all those who need some guidance to systematise their research activity and knowledge. I enjoyed reading both and cannot say which I prefer. Their different perspectives and approaches make them nicely complementary rather than alternative. In fact, thinking about both might help readers gain a more complete perspective on research, by gaining familiarity with issues and methods from different points of view. I would certainly recommend them to my students, since I find both more complete, balanced and stimulating introductions to research than many other guides with similar aims that are currently available.