Doing Independent Overseas Fieldwork 1: Practicalities and pitfalls

This article explores issues of scalability and sustainability in distance learning. The authors kept detailed records of time they spent teaching a course in geographic information science via the World Wide Web over a six-month period, during which class sizes averaged 49 students. The authors also surveyed students' satisfaction with the distance learning course through ratings and open-ended questions. Findings are compared with similar data collected a year earlier, when class sizes associated with the same distance learning course averaged 18 students. In response to the increase in average class size by a factor of 2.7, the authors' course-related workloads increased by a factor of about 2.5 (from 47.5 hours to 116.7 hours total). Analyses of student feedback suggest that student satisfaction with the course was high overall and suffered no significant decline as a result of increased instructional efficiency.     

Transformative learning in community college human geography: a mixed methods study

ABSTRACT

The study explores the extent to which transformative learning occurs using quantitative and qualitative methods in a human geography course (N = 35) and explores student affect in relation to the learning environment. We used the eight-scale Transformative Learning Environments Survey (TLES) instrument for the quantitative analysis and an aligned analysis of student reflective work to capture the “voice” of the student as a qualitative approach that provided a rounded perspective of transformative learning. The TLES proved reliable where the sub-scale Alpha reliability ranged from 0.71 to 0.93 and a separate affect scale of Satisfaction was 0.95. The standardized regression coefficient between Satisfaction and the sub-scale of Student-Acting demonstrated the strongest positive association (0.27), followed closely by Disorienting Dilemma-Environment (0.24). The qualitative results supported the quantitative associations in most cases, but not all. The qualitative aspect to this present study offers a deeper look – beyond just statistical outcomes – using students’ own voices to explain their perspectives related to transformative learning.     

The silver screen

Abstract

Based in educational theory and with an interdisciplinary backdrop, this paper applies to economic geography thoughts and contributions pioneered in agricultural science by Professor Richard Bawden. Commonly held educational objectives are interpreted alongside three major teaching traditions. From this analysis, the potential relevance of experiential learning is examined in the light of paradigmatic shifts in economic geography and practical developments in tertiary milieu. The conclusion is that praxis‐based teaching deserves more attention than it has previously received.     

强化公共服务——我国博物馆追求国际化与中国特色的双重呼唤

把强化公共服务明确定位为当前和今后中国博物馆学理论与实践的战略重点与发展方向,是关乎我国博物馆能否与时代和谐共进、可持续发展的一个重大而紧迫的问题.根据对博物馆功能演变历史与现实的回顾与考察,以及世界博物馆最新发展趋势乃至我国的有关国情研究,可知无论追求国际化还是中国特色,我国的博物馆都必须大力强化公共服务.     

李济与西方博物馆知识在中国的传播

民国时期西方博物馆知识在中国得到进一步传播,留学出身的考古学者李济参与早期博物馆知识传播的同时,积极从事中国早期博物馆的创建活动,打破了本土古物私家收藏的传统,积极宣扬古物公有公藏的博物馆思想,对其后中国博物馆的发展产生了重要影响.     

信息定位型展览:提升中国博物馆品质的契机

信息定位型展览以博物馆的综合素质为基础,涉及到博物馆的收藏政策,藏品研究的深度与系统性,展览组织的合理性,展览的传播技术及与展览相关的辅助教育等。只有各个环节都符合科学的要求,才有可能建造观众喜欢看、看得懂,能得到启迪与教益的展览。因此,应以信息定位展览的建设为契机,确立以"保存社会记忆"为核心价值观的收藏政策;加强藏品研究,为信息定位型展览提供学术支撑;建立合理的程序与标准,开展展览评估,打造具有良好传播能力的展览;拓展深化传播效果,开展丰富的公众教育活动,从而从根本上提高当代博物馆的品质。     

博物馆策展人:学者艺术鉴赏家展览组织者——屈志仁先生专访

博物馆策展人的素质与能力是博物馆陈列展览特别是专题展览成功的关键因素之一.美国大都会艺术博物馆亚洲艺术部主任、国际著名博物馆策展人屈志仁先生以"忽必烈的时代"展为例指出:博物馆策展人应同时具备学者、艺术鉴赏家与展览组织者的素质与能力,通晓与展览有关的历史学、艺术史、文化史及文物与博物馆学等学科知识,组织、协调从研究策划...     

博物馆古建筑保护与功能提升——以南京博物院老大殿改造为例

南京博物院主体建筑老大殿,是中国近代建筑中唯一采用现代结构形式的仿辽代建筑。近年,南京博物院采用整体顶升、隔震加固等先进技术对其进行修缮保护,不仅有效增强了其抗震水平,还扩大了建筑的空间面积、提升了空间使用功能、丰富了展示内容和方式,为优秀古建筑的保护利用提供了新的技术思路,也为优秀古建筑的保护利用与博物馆馆舍建设及博物馆各项事业发展的相互促进积累了成功经验。     

瑜伽走进高校体育课探讨

本文论述了高校体育课程中增设瑜伽内容的意义,分析了开设这一课程的有利因素和制约因素,并指出促进这一课程在高校体育课程中开设的思路与建议。     

论高等院校学生评教的理性发展趋势

二十多年来,我国学生评教的研究和实践取得了长足发展,并将随着时代的发展继续完善和发挥作用。文章剖析了高校学生评教发展的四大趋势：（1）理性认识学生评教本原,（2）针对不同课程,分类开展评价,（3）改进评价技术,突出诊断功能,（4）以人为本,谨慎使用评教结果。