The International Journal of Learning: Annual Review最新文献

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World Style File 世界风格文件
The International Journal of Learning: Annual Review Pub Date : 2008-06-04 DOI: 10.18848/1447-9494/CGP/v14i12/45536
C. Ryder
{"title":"World Style File","authors":"C. Ryder","doi":"10.18848/1447-9494/CGP/v14i12/45536","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/v14i12/45536","url":null,"abstract":"'Style File' is a unique educational project that proposes to unite design students from around the world in an international collaborative design project, using the Internet and other electronic means of communication. It is an example of how the Internet can be used to provide students with a valuable learning experience on a global scale. The concept for “Style File” was initiated early in 2006 by Ted Polhemus – well-known “Style Commentator”, anthropologist, author, journalist and photographer. Polhemus is a widely-used consultant on youth marketing and style trends and is the author of several books on the anthropology of personal style and image. Many of these books are standard texts for design students and students of cultural studies. The author of this paper has been asked by Polhemus to monitor the progress of the students involved in the project at Liverpool John Moores University, UK, a founding participant in the project, and to provide illustrations for the book and web site that arise from the project. These illustrations will also form part of the International touring exhibition that is planned to coincide with the publication of the book in each participating country.","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133898831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Paradoxical Position of Self-reflection in Teaching and Assessment in Higher Education : How the application of blogging challenges learning habits 高等教育教学与评估中自我反思的矛盾地位:博客的应用如何挑战学习习惯
The International Journal of Learning: Annual Review Pub Date : 2008-03-26 DOI: 10.18848/1447-9494/CGP/V15I07/45869
M. Rabikowska
{"title":"The Paradoxical Position of Self-reflection in Teaching and Assessment in Higher Education : How the application of blogging challenges learning habits","authors":"M. Rabikowska","doi":"10.18848/1447-9494/CGP/V15I07/45869","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V15I07/45869","url":null,"abstract":"The main aim of the paper is to observe how blogging affects self-reflection. The application of blogs is discussed, based on the case study from a Year One module. A process of implementing and delivering this method throughout a period of one semester is analysed from a practical and theoretical point of view (Burge, EJ & Haughey, M (2001) Using Learning Technologies, Routledge: Falmer). The quality of students’ interaction online is evaluated alongside pedagogical \u0000effects of blogging employed as part of formative assessment. The main finding of the paper regards the independent approach of the students, which can be developed without direct instructions from the tutors. It has been observed that the students \u0000can take responsibility over their own learning, if the structure of the assessment permits flexibility and agility. It is argued that blogging enables the students to become self-reflective at a very early stage of the learning process and secondly, that assessments’ structure determines the approach to learning. However, it has been indicated that even advanced bloggers can relapse to a non-reflective stage and that self-reflection is impossible to be structured without imposing power. In a \u0000constructivist environment of online interaction, the relation to others has appeared to be the most influential and liberating factor enhancing critical ability. Therefore, emdedding interaction in a curriculum design becomes a pedagogical priority, but it has to be followed by integrating the formative assessment in the teaching mode. Otherwise, as this case study shows, the students detach from the interaction and the standards of teaching are not consistent across the cohort. Finally, the paradox of the ‘structured freedom’ becomes unavoidable, but reflecting on it brings about a change in thinking.","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130543196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
The Underpinning Knowledge Bases of an Alternative Teacher Education Model 另类教师教育模式的基础知识基础
The International Journal of Learning: Annual Review Pub Date : 2007-07-01 DOI: 10.18848/1447-9494/CGP/V14I01/45185
J. Kiggins
{"title":"The Underpinning Knowledge Bases of an Alternative Teacher Education Model","authors":"J. Kiggins","doi":"10.18848/1447-9494/CGP/V14I01/45185","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V14I01/45185","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"440 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122139705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Relationship between cognitive styles with Leadership and management and curriculum management: a review 认知风格与领导、管理及课程管理的关系研究
The International Journal of Learning: Annual Review Pub Date : 2007-02-01 DOI: 10.18848/1447-9494/CGP/V14I09/45458
R. Shagholi, S. Siraj, R. Shagholi
{"title":"Relationship between cognitive styles with Leadership and management and curriculum management: a review","authors":"R. Shagholi, S. Siraj, R. Shagholi","doi":"10.18848/1447-9494/CGP/V14I09/45458","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V14I09/45458","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131605541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Conceptualisation of the dynamic nature of continued professional learning: a multi-stage developmental model 持续专业学习的动态本质的概念化:一个多阶段发展模型
The International Journal of Learning: Annual Review Pub Date : 2007-02-01 DOI: 10.18848/1447-9494/cgp/v13i10/45064
S. Marshall-Lucette, J. Lathlean
{"title":"Conceptualisation of the dynamic nature of continued professional learning: a multi-stage developmental model","authors":"S. Marshall-Lucette, J. Lathlean","doi":"10.18848/1447-9494/cgp/v13i10/45064","DOIUrl":"https://doi.org/10.18848/1447-9494/cgp/v13i10/45064","url":null,"abstract":"Little attention had been paid to the process of continued professional learning (CPL) of nurses once qualified,in terms of how they plan, organise and continue to learn in their professional career. The manner in which nurses’ learning experiences and orientations change over time, once qualified, was particularly noted to be lacking in the literature. Thus,\u0000this paper draws on a study that addressed the CPL of newly qualified nurses. A conceptualisation of the dynamic nature of these nurses’ CPL will thus be presented, from their perspectives during the first two years of registered practice in the UK. The findings indicate how their engagement in professional learning activities went through eight clearly identified stages. The sequence portrays a linear, multi-stage developmental learning continuum, which illustrates the manner in which they chose, planned, organized and attempted to make sense of what they were learning. It is argued that such insights into the nature of professional learning can be useful for both under- and post- graduate curriculum development. Furthermore, gaining an understanding of the fundamentals of CPL should underpin contemporary Higher Education curricula in order to respond to professional concerns about the theory and practice gap and the necessity for professionals to continue to learn throughout their working lives. Thus, such an approach goes beyond achievements at the end of a professional course and would consequently reflect an ethos of lifelong learning, crucial to respective professionals.","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129096441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Effectiveness of Parallel and Serial Integration of Teaching Resources in Laboratory Teaching in Engineering Education 并行与串联整合教学资源在工科实验教学中的有效性
The International Journal of Learning: Annual Review Pub Date : 2006-12-01 DOI: 10.18848/1447-9494/CGP/V13I06/44974
Salah Abdulrasool, R. Mishra, J. Fieldhouse, Steve Ward
{"title":"Effectiveness of Parallel and Serial Integration of Teaching Resources in Laboratory Teaching in Engineering Education","authors":"Salah Abdulrasool, R. Mishra, J. Fieldhouse, Steve Ward","doi":"10.18848/1447-9494/CGP/V13I06/44974","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V13I06/44974","url":null,"abstract":"Recent advances in the development of 'electronic teaching support systems' make it more attractive to embrace such emerging technology in the conventional teaching programme. Mechanical Engineering subject areas require extensive laboratory activities where teaching and the resources available need to be used optimally to produce engineers with the right skills and knowledge. It is for this reason that attempts are being made throughout the World to include electronic support into the laboratory environment to make learning more effective. This paper undertakes a study to compare two different methods of integrating electronic resources into the conventional laboratory teaching in engineering education and describes the learning experience of two groups of students using each system. Two groups of students were carefully selected to ensure they had the same learning abilities (similar average marks and standard deviations) and each was asked to learn an engraving operation using a CNC machine. The resources available were a facilitator, computer simulation software and the CNC machine. Each group was asked to approach the learning tasks differently. The first group of students (Group 1) were asked to learn the engraving operation using a computer simulation of the engraving operation and were encouraged to carry out actual exercise on a CNC machine in parallel with the simulation. The role of the facilitator was to explain various operations on the simulation software as well as help students on actual machines. The second group of students (Group 2) were exposed to the simulation in a classroom environment which was followed by the entire procedure being explained by the facilitator on a CNC machine within the laboratory environment. The learning experience in this case was sequential in that the learning resources were used in series for the 'Group 2' students. Evaluation tests were used to measure the performance of each group after the exercise. It was apparent from the evaluation reports that the group experiencing the parallel provision of resources achieved a better overall learning rate than the sequential or series group. \u0000It is felt this may be answered in two ways: The group receiving parallel input of information had an instant means of self evaluation of progress by comparing performance to the simulation whereas the sequential group had no reference or benchmark. The second reason could be the break in concentration and the 'loss factor' in the transfer of 'classroom knowledge' to the laboratory. Even a short break, or minimum distraction, is sufficient to disrupt the level of concentration and so in-depth learning and memory retention is hampered. \u0000Keywords: Computer Technology, Milling C.N.C Machine, Auto Cad Software, C.N.C Program","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134367713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
The design and development of a multimedia text for children 儿童多媒体教材的设计与开发
The International Journal of Learning: Annual Review Pub Date : 2006-08-01 DOI: 10.18848/1447-9494/CGP/V13I04/44854
Ruth Wood
{"title":"The design and development of a multimedia text for children","authors":"Ruth Wood","doi":"10.18848/1447-9494/CGP/V13I04/44854","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V13I04/44854","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130063145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
"So how was it for you?": evaluating the transnational education experience, five years on. “你觉得怎么样?”五年来的跨国教育经验评价。
The International Journal of Learning: Annual Review Pub Date : 2005-12-31 DOI: 10.18848/1447-9494/CGP/V12I03/46684
Y. Turner
{"title":"\"So how was it for you?\": evaluating the transnational education experience, five years on.","authors":"Y. Turner","doi":"10.18848/1447-9494/CGP/V12I03/46684","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V12I03/46684","url":null,"abstract":"This paper explores the experiences of a group of Chinese people who graduated with UK Business degrees in the late 1990s. It presents data about their perceptions of the influence of their studies on their ensuing lives and work. The paper briefly reviews literature about the changing role of education in China, commenting on developments following late twentieth century reforms. It also reflects on the practical management, teaching and learning issues inherent in transnational educational partnerships. The primary research draws on material from a longitudinal study begun in 1998/9 and ongoing. The research data is presented as excerpts from oral histories, where participants discuss their experiences in education and work and the implications of their educational choices on personal identity. The main conclusions are that: the impacts of transnational education on men and women in China may differ; graduates value aspects of the learning experience extrinsic to the subject of study more than disciplinary knowledge over time; structural issues in China affect both the motivation to study on and utility of overseas degrees after graduation; and that the transnational experience impacts on cultural and personal identity in ways that may influence graduates integration into the mainstream of Chinese society.","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133617776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Hybrid Online face-to-face teaching: When is it an efficient learning tool? 混合式在线面对面教学:何时成为一种有效的学习工具?
The International Journal of Learning: Annual Review Pub Date : 1900-01-01 DOI: 10.18848/1447-9494/CGP/V12I05/47486
G. Smith, Hermann Kurthen
{"title":"Hybrid Online face-to-face teaching: When is it an efficient learning tool?","authors":"G. Smith, Hermann Kurthen","doi":"10.18848/1447-9494/CGP/V12I05/47486","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V12I05/47486","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"206 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114968837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
Towards an Ecology of Learning: Children Meaning-making with Digital Technologies in Out-of-school Settings 迈向学习生态:儿童在校外使用数字技术创造意义
The International Journal of Learning: Annual Review Pub Date : 1900-01-01 DOI: 10.18848/1447-9494/CGP/V16I09/46558
Bronya Calderón
{"title":"Towards an Ecology of Learning: Children Meaning-making with Digital Technologies in Out-of-school Settings","authors":"Bronya Calderón","doi":"10.18848/1447-9494/CGP/V16I09/46558","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V16I09/46558","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115127778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
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