基于智能手机的移动学习中微投技术的应用探究

随着信息技术的迅猛发展,计算机技术、网络技术和通信技术充斥着我们的生活,信息技术环境下的学习方式也随之发生改变。移动学习作为信息化学习环境下的一种非正式学习方式,以其巨大的优势成为实现终身学习、建设学习型社会的一种重要途径。但是基于智能手机的移动学习却存在着一个致命的缺点,那就是手机屏幕尺寸的限制、缺少交互,而微投技术恰恰解决了这一问题。本文主要是在介绍智能手机、移动学习及微投技术的基础上,介绍如何利用微投技术完善移动学习。     

Promoting corporate social responsibility and sustainable development through management development: What can be learned from international service learning programs?

In this article, we discuss how the human resource development (HRD) function can support corporate sustainability strategy by designing and implementing leadership development programs incorporating international service learning assignments. We describe “Project Ulysses,” an integrated service learning program that involves sending participants in teams to developing countries to work in cross‐sector partnerships with nongovernmental organizations (NGOs) and social entrepreneurs, supporting them in their fight against pressing global problems. We present the findings of a narrative analysis of learning stories produced by Ulysses participants. Understanding how participants make sense of, and learn from, their experiences abroad provides us with insights into how service learning programs can help managers to develop the knowledge, skills, and mind‐set that will enable them to successfully support a company's global sustainability and corporate social responsibility (CSR) efforts. We conclude by discussing the implications for leadership development, specifically how organizations can incorporate a responsibility and sustainability focus in their management development programs.     

基于WAP的大学英语移动教育系统研究与实现

当前大学生在大学英语学习过程中经常遇到的突出难题是:由于专业课和课后作业比较多,学生往往很难有足够的时间去学习英语。如何给学生提供一种教学环境,使学生可以在任何时间、任何地点进行见缝插针的英语学习,从而提高英语水平,是大学英语教学需要迫切解决的问题。此外,如何充分有效地将移动计算技术应用于教育,目前正在成为当今大学教育的研究热点。基于上述原因,本文结合大学英语教学的实际需求,设计并实现了基于WAP的大学英语移动教育系统,并给出了其实现的关键技术。应用实践表明,该系统可有效的提高学生大学英语的学习效率。     

How groups learn,continuously

This article examines how groups learn, conditions that affect learning, and interventions to improve the learning process. Adaptive group learning is reacting almost automatically to stimuli to make minor changes in process and outcome. Generative group learning is proactive learning for mastery. Transformative group learning is reconstructing meaning and fundamentally changing the way the group operates. Pressures and opportunities in the environment and group readiness stimulate and support these different types of learning. Group leaders, members, and human resource professionals who facilitate, coach, and provide resources for development can apply this knowledge to diagnose group conditions and encourage continuous learning. © 2007 Wiley Periodicals, Inc.     

生物教学论中师范生元认知监控能力的培养

生物教学论是高师生物专业学生的一门重要的专业必修课,在学习过程中通过注重培养学生的元认知监控能力,让学生学会用元认知监控来学习,从而使学生真正学会学习。本文主要在对生物教学论的理解的基础上结合生物教学论对如何培养学生的元认知监控能力进行阐述,以期通过培养师范生的元认知监控能力而达到适应中学生物教学改革的需要。     

浅析园林植物造景中的生态设计

随着城市生态形势日益严峻,人们环境意识的不断提高,城市生态环境的建设正实现从绿化层面向生态层面的提升,传统的植物造景概念与内涵已经不能适应生态时代的要求,如何将生态的内涵赋予到植物造景中,如何构建绿地生态效益的生态园林又成为我们园林工作者又一挑战。     

Organizational Learning Activities in High-hazard Industries: The Logics Underlying Self-Analysis

Organizational learning takes place through activities performed by individuals, groups, and organizations as they gather and digest information, imagine and plan new actions, and implement change. I examine the learning practices of companies in two industries – nuclear power plants and chemical process plants – that must manage safety as a major component of operations, and therefore must learn from precursors and near-misses rather than exclusively by trial-and-error. Specifically, I analyse the linked assumptions or logics underlying incident reviews, root cause analysis teams, and self-analysis programmes. These logics arise from occupational and hierarchical groups that work on different problems in different ways – for example, anticipation and resilience, fixing and learning, concrete and abstract. In organizations with fragmentary, myopic and disparate understandings of how the work is accomplished, there are likely to be more failures to learn from operating experience, recurrent problems, and cyclical crises. Enhanced learning requires ways to broaden and bring together disparate logics.     

Corporate Environmental Paradigms in Shift: Learning During the Course of Action at UPM–Kymmene

Contrary to the popular conception in the corporate environmental management literature that corporations must learn new ecocentric paradigms before they can be expected to produce environmentally sound performance, the present results suggest that cognitive–level environmental learning in organizations does not inevitably precede behaviour change. Rather, at least partially, such learning is likely to occur in the course of action. The article also proposes that external pressure can set motion, but it alone does not lead to an environmental paradigm shift. In order to undergo such a shift, organizations will have to learn a meaning of their own to support new, more environmentally sound forms of activity.
The present study examines empirically how two companies have learnt to incorporate environmental considerations into their managerial paradigms. It adopts a perspective according to which learning is portrayed as a process in which changes are brought about in the collective beliefs that the organization members hold about the relationship of their business to the natural environment (i.e. environmental management paradigm). Applying the grounded theory approach, the article identifies phases of environmental learning starting from the recognition or rejection of weak signals in 'pockets' of the organization, continuing through the gaining of new knowledge and experience towards 'competition' between old and new assumptions about the business–environment relationship, and finally proceeding to potential frame–break.     

‘No Condition IS Permanent': Informal Transport Workers and Labour Precarity in Africa's Largest City

This article pieces together an understanding of everyday life grounded in the social imagination and everyday experiences of informal transport workers (ITWs) in Lagos, Nigeria's commercial capital and Africa's largest city. The article has two core objectives: to elevate the everyday practices of ITWs to the status of a critical concept in order to advance a sociology of everyday life, and to ground these practices on the precarious rhythm of everyday life as lived by people with the experience of radical uncertainty. By using crisis as a context of action and meaning, the article shows how uncertainty serves as a social resource that ITWs leverage to negotiate the precarious nature of everyday life and to make the most of their time. This foregrounding of uncertainty enhances our hitherto tenuous grasp of labour precarity, informal agency and the everyday struggle for survival in Africa's informal transport sector.     

Power learning: racing ahead of your competition

Adhering to accepted practices, not wanting to rock the boat, and squelching dissenting opinions sentence organizations to a repetition of their mistakes. To be successful, organizations must continually learn. Organizations that learn are competitive. They are on the leading edge. They create their own futures instead of being created by their futures. The objective of this article is to present a new approach to learning that greatly enhances the quality of training and educational programs. The key subjects include learning styles, left and right brain processing, and the 4MAT System. In addition, two brief case studies are presented.     

The uncertainty challenge of contingent collaboration

Contingent knowledge workers will play an increasingly important role in organisational success as workers transition in and out of project‐based innovation teams with more frequency. Our research finds that collaborators in the contingent, high‐skill workforce face uncertainty challenges to their work that are unique from the independent, contingent professionals more often studied. The article proposes a theoretical framework of uncertainty to guide us in understanding collaborative contingent knowledge workers’ work experience. Interviews with postdoctoral researchers reveal four findings about the influence of these highly uncertain work environments on collaborative contingent knowledge workers – collaboration isolation, frustrated independence, performance anxiety and internalised blame. Perhaps most concerning is that the workers internalise the negative impacts as personal failings instead of recognising them as consequences of a poorly designed work environment. This study argues for the need to manage and mitigate different sources of uncertainty to avoid creating an unnecessary burden on contingent knowledge workers, and to enable a sustainable, contingent knowledge workforce.     

Five Steps to Leading Your Team in the Virtual COVID-19 Workplace

The emergence of COVID-19 has presented employees and employers new challenges as many employees and managers were forced to work in a remote environment for the first time. For many reasons, managing virtual teams is different than managing employees in a traditional face-to-face office environment. Although many managers have been learning how to lead their virtual teams over the last several months, we offer five steps for leaders to follow for how to maximize the effectiveness of a remote workplace. By taking specific actions and ensuring the organization has a culture to support their virtual workforce, leaders can improve the performance output and engagement of their teams. The five steps are: first establish and explain the new reality; second, establish and maintain a culture of trust; third, upgrade leadership communication tools and techniques to better inform virtual employees; fourth, encourage shared leadership among team members; and fifth, to create and periodically perform alignment audits to ensure virtual employees are aligned with the organization’s cultural values including its commitment to mission. All these steps start with the realization that managing a team is going to be different when the members are dispersed, and new leadership strategies, communication routines and tools are required.     

Disrupting Leadership Focus by Facilitating Social Construction of Followership in the Classroom: Student Responses to a Visual Method Pedagogy

When followership is incorporated into the classroom, it is often an adjunct to leadership and its theories and, thus, opportunities for the social construction of followership are diminished. The current paper provides insights into classroom practices used to develop students' constructions of followership through reflective and visual teaching strategies, facilitating co‐construction of meaning in the classroom. An agenda for increased focus on followership learning, underpinned by visual method pedagogy, is provided to inform and inspire others to apply this disruption in mainstream leadership programs across other academic (and corporate) institutions.     

Enhancing continuous learning: Diagnostic findings from multiple companies

This article describes, both conceptually and empirically, how salient aspects of an organization's work environment can influence whether continuous learning will occur. Survey results from over 500 people in seven organizations, coupled with data from diagnostic interviews, revealed that each organization has a unique learning profile and relies on different sources of learning to develop individual competencies. Those organizations with stronger learning environments appeared to demonstrate greater organizational effectiveness. Several common learning environment factors were empirically identified. These factors were found to be related to perceived competence and satisfaction with development across organizations. © 1997 John Wiley & Sons, Inc.     

The interplay between learning strategy and organizational structure in predicting career success

The institutionalization of management development and the money spent on it is in sharp contrast to the importance attached to what we know about how managers learn and whether it helps them to get promotion, given the specific organizational context in which they work. We therefore examined career success as a complex positive or negative function of the individual's learning strategy and the organization's structure. One hundred and twenty-seven managers from three government-related organizations completed a questionnaire. A deep learning strategy, characterized by a focus on meaning and relations, fosters career success, especially in a lowly specialized context. In contrast, a surface learning strategy, characterized by a focus on instructions and facts, hampers career success, especially in a highly integrated context. The findings strongly suggest that management development programmes need to be made to measure, taking into account both how the manager learns and how the organization is structured.     

Learning to stay ahead in an uncertain environment

As the work environment changes and careers become increasingly fragmented in contemporary society, workers need to ensure that they remain attractive hires to current and future employers. The advent of boundaryless careers, for example, in this era of turbulence has shifted the responsibility for career management and development from the organization to the employees. This research explores the careers of a cross-section of the Hong Kong (China) labour force and their attitudes and behaviours towards life-long learning, which is proposed here to be central to individuals maintaining their marketability and employability. The qualitative data collected in this study depicts these Chinese workers as being strongly self-motivated and possessing very positive attitudes towards learning. However, while most seemed to have a genuine commitment to enhancing themselves, stimulated by a consciousness of the growing and changing demands placed on them by employers in a dynamic knowledge-based society, the findings indicate that many interviewees were driven more by a fear of the consequences of not engaging in continuous learning, than by an intrinsic desire to learn.     

Optimal consumption under uncertainty,liquidity constraints,and bounded rationality

I study how boundedly rational agents can learn a “good” solution to an infinite horizon optimal consumption problem under uncertainty and liquidity constraints. Using an empirically plausible theory of learning I propose a class of adaptive learning algorithms that agents might use to choose a consumption rule. I show that the algorithm always has a globally asymptotically stable consumption rule, which is optimal. Additionally, I present extensions of the model to finite horizon settings, where agents have finite lives and life-cycle income patterns. This provides a simple and parsimonious model of consumption for large agent based models.     

互联网背景下工商管理模式的创新发展研究策略

互联网背景下,人们逐渐养成通过网络环境及信息技术办理相关事务的习惯,这说明社会人群对互联网的接受度很高,同时,也代表人们有相关的需求,这时传统工商管理模式就受到了冲击。人们不希望在办理工商管理事务时四处奔波,且这种需求在工商管理角度上也有体现,即传统工商管理模式下存在工作开展效率低下、工作人员负担较大等问题,而通过互联网能够解决这些问题。