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ICT-SUSTOUR and MARKETOUR 普通类
We are presenting a methodological approach that aims to increase students’ motivation by asking them to develop tasks based on professional settings. In order to meet this objective a collaborative methodology was designed and applied to two multidisciplinary projects: MARKETOUR and ICT-SUSTOUR. Both projects made students face real workplace situations by working collaboratively through the use of a virtual learning environment (VLE) and other information technology (IT) tools at a national and international level. The methodology proposed offers students a professional scenario in which they are required to develop purpose-based tasks using IT. A virtual learning environment was devised for each project in order to create a real learning community and a website was designed in ICT-SUSTOUR for sharing information. The development of both projects encouraged students to improve their communication skills in English as well as their IT skills with the ultimate objective of increasing their motivation to learn English for specific purposes (ESP).
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Development of computer-assisted 普通类
Multidisciplinary courses are being developed at a number of US colleges and universities to highlight the connections between the rise or fall of world civilizations and the sustainable or unsustainable uses of soil and water resources. The content presented in these courses is complex because it includes concepts from disciplines as varied as geology, soil science, politics, economics, history, and anthropology. The learning goals for the courses include developing skills in the critical analysis of complex “real-world” problems for which there is often no simple or correct solution. Didactic materials for such courses are limited. Field trips to sites around the world that present some of the issues covered in the course would be ideal, but are logistically challenging. We considered that a series of virtual field trips (VFTs) to sites around the world would allow us to present students with complicated real-world situations, with which to practice critical analysis skills. The VFTs envisaged are neither tutorials nor field/lab exercises. Rather, they are meant to be complex, multi-faceted representations of a past or current civilization and how it affects or is affected by its environment. We expect that the students will use the VFTs to explore the relationships between physical geography and culture and how the decisions or actions of a civilization impact natural resources and the environment and thus affect its fate. A goal of the VFTs is that through consideration of their experiences, students arrive at novel associations that lead to dynamic in-class dialogue about the material presented and a deeper understanding of the intricacies of the situation in the field. This article describes the process of assembling a VFT, and analyzes the technological and didactic choices the process requires. Our experience with a pilot VFT suggests that no single medium (i.e., video clips, interactive maps, animation sequences, etc.) is comprehensive enough to meet the course learning goals. Thus, a web-based, open architecture format was selected for the VFTs because of its simplicity, flexibility and extensibility. Each medium was selected for its ability to support the course learning goals. The learning process was mediated by the VFT text, questions for thought, and in-class discussions. Preliminary results with the pilot VFT are encouraging.
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Learning secondary mathematics 普通类
The aim of this study was to investigate the complex relationship between students’ mathematics confidence, confidence with technology, attitude to learning mathematics with technology, affective engagement and behavioural engagement, achievement, gender and year level. The participants were secondary students from state co-educational schools in Metropolitan Athens, Greece. Gender differences as well as differences between year levels and the resulting clusters of students were investigated by using a MANOVA. It was found that boys expressed more positive views towards mathematics and more positive views towards the use of technology in mathematics, compared to girls. It was also found that high achievement in mathematics was associated with high levels of mathematics confidence, strongly positive levels of affective engagement and behavioural engagement, high confidence in using technology and a strongly positive attitude to learning mathematics with technology. Low levels of mathematics achievement was associated with low levels of mathematics confidence, strongly negative levels of affective engagement and behavioural engagement, low confidence in using technology, and a negative attitude to learning mathematics with technology.
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Lasting effects on literacy skills 普通类
This study examines the effects of a computer-assisted learning (CAL) program in which syllabic units were highlighted inside words in comparison with a CAL program in which the words were not segmented, i.e. one requiring whole word recognition. In a randomised control trial design, two separate groups of French speaking poor readers (2 * 14) in first grade were constituted. They were matched on a range of reading measures and non verbal intelligence and trained intensively over a short period (10 h over a period of 5 weeks). Three tasks were proposed using a classical pre-test/training/post-test design, written word recognition, word reading aloud and word spelling. In addition, three post-test sessions were conducted: one just after training, one after 4 months, and a last one after 9 months. The experimental group trained with the CAL using syllabic units outperformed the control group using CAL with whole word recognition in all the three tasks and there were important lasting effects. The results are discussed in the light of the self-teaching hypothesis and phonological recoding.
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Community of inquiry 普通类
In this paper, several recent theoretical conceptions of technology-mediated education are examined and a study of 2159 online learners is presented. The study validates an instrument designed to measure teaching, social, and cognitive presence indicative of a community of learners within the community of inquiry (CoI) framework [Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2, 1–19; Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23]. Results indicate that the survey items cohere into interpretable factors that represent the intended constructs. Further it was determined through structural equation modeling that 70% of the variance in the online students’ levels of cognitive presence, a multivariate measure of learning, can be modeled based on their reports of their instructors’ skills in fostering teaching presence and their own abilities to establish a sense of social presence. Additional analysis identifies more details of the relationship between learner understandings of teaching and social presence and its impact on their cognitive presence. Implications for online teaching, policy, and faculty development are discussed.
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A computer game as a context 普通类
A computer game as a context
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The POD model: Using communities 普通类
This paper focuses on the broad outcomes of a research project which aimed to analyse and model student teachers’ learning in the online components of an initial teacher education course. It begins with discussion of the methodological approach adopted for the case study, which combined conventional data gathering techniques with those which are facilitated using the ‘panoptical’ tools of the VLE. The author has synthesized case study evidence, learning theory (Community of practice theory) and the advice of a key theoretician, to produce an original model of student teachers’ learning online within a professional online district (POD). The most distinctive feature of the POD model is the learning-curriculum dichotomy which recognises the potential of a VLE as a venue in which student teachers, working together in a community of practice, construct their own curriculum (both formal and informal/’hidden’. The paper also examines the key technological and pedagogical issues which affect students’ online learning.
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redhat9下如何安装GDB 普通类
redhat9下如何安装GDB
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在REDHAT9中安装GCC 普通类
在REDHAT9中安装GCC
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Linux删除文件夹命令 普通类
Linux删除文件夹命令