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711.
This study discusses student perspectives on visualisation used as a constructionist technique for learning the law in an authentic context. Student constructions of storyboards, comics, films and animation are explored as an authentic method for personalised learning of legal professional conduct and ethics. Undergraduate law students (n = 112) were asked to select a visual format for exploration of an ethical issue of their choice. The results of this study showed most students engaged with this highly creative visual task responding very positively to the exercise as a learning activity. This study discusses why students chose different forms of visualisation, what approach they took to developing their visualisation, the amount of effort devoted to visualisation versus legal elements of their artefacts and observations on the positive and negative aspects of their approach and how the technique could be improved.
A video abstract is also available at https://doi.org/10.1080/03069400.2018.1496313 相似文献
712.
Laurence Cox 《Capitalism Nature Socialism》2019,30(1):70-88
Much radical writing on academia is grounded in a mystified view of knowledge in which an ecosocialist pedagogy would be “theory from above.” This article argues for a different understanding of knowledge as materially situated in social and ecological relationships; oriented towards practice; developmental and contested from below, demystifying third-level education from the perspective of movement-generated knowledge. Concretely, this means starting from participants’ existing praxis and “learning from each other’s struggles”—using “frozen” movement theory and activist experience—to move towards a wider, more radical understanding. In Ireland such pedagogy is rooted in working-class community self-organising, rural environmental justice alliances, women’s and GLTBQ activism, and the anti-capitalist “movement of movements,” encapsulating Audre Lorde’s dictum, “There is no such thing as a single-issue struggle because we do not live single-issue lives.” The article focusses in particular on a “Masters for activists.” The course supports movement participants to deepen and develop their activist practice but also to situate it within these wider and more radical understandings and emancipatory alliances. Taking movement praxis—rather than “contemplative” knowledge—as a starting point raises very different questions about theory and practice, forms and distribution of knowledge and the purpose and shape of learning. 相似文献
713.
AbstractThis short review demonstrates how the use of American Mock Trial Association (AMTA) case materials, both throughout intercollegiate competitions and in academic courses, can engage and invigorate students while teaching them crucial skills in a way that few other programs or activities can do. The AMTA case provided for the 2017–2018 academic year, State of Midlands v. Dylan Hendricks, offers a comprehensive introduction to the rules of evidence and crucial criminal law concepts while teaching students the importance of thorough preparation in a way that is difficult to do in a classroom setting. This case requires student attorneys to make difficult choices while preparing their case, witnesses, and evidence for trial. Arriving at an optimum strategy (or strategies) can only occur after critical and reasoned examination of each side of an often complex problem, thereby providing an excellent opportunity for students to use critical thinking skills and to analyze all sides of an issue and all potential outcomes of a strategy. Students must thoroughly study and understand the rules of evidence, rules of criminal procedure, and relevant statutory and case law, and be prepared to use all of these as part of a reasoned, logical argument at a moment’s notice. Overall, this is an exceptional case for skill-building and engaged learning, and can be a valuable tool for faculty and students alike. 相似文献
714.
Stephen E. Weiss 《Negotiation Journal》2008,24(3):325-353
A mega-simulation is a complex-negotiations teaching exercise involving complicated issues and challenging conditions that is undertaken by three or more teams of students. In this article, I draw on two decades of teaching with mega-simulations in international business negotiation courses to discuss potential learning goals for this type of experiential exercise, effective ways to organize the experience, challenges for the instructor, and the distinctive educational benefits that justify the substantial investment of time and resources required to implement these mega-simulations. These simulations can help students to develop greater sophistication in basic negotiation skills, become more extensively exposed to complex skill sets, and develop a deeper understanding of negotiation subject matter and complex processes than they would by conducting standard role plays. Mega-simulations offer major opportunities for students to move to advanced levels of negotiation skill not just in international business, but in diplomacy, law, engineering, and a host of other professional arenas. 相似文献
715.
Krister Andersson 《公共行政管理与发展》2009,29(5):341-351
Complex social and environmental problems—such as climate change, rural poverty, and over‐fishing—defy simple policy solutions. An increasing number of scholars, practitioners, and policy makers now agree that coming to grips with such problems requires more collaborative and adaptive forms of learning and decision‐making. Such approaches seek to involve a variety of stakeholders to learn about system‐level effects of past human decisions and adapt future management decisions to the lessons learned. While there are plenty of success stories at the local level, the collaborative learning approach has turned out to be difficult to implement at broader scales—in large public organizations and in society at large. This article provides an explanation for such shortcomings, arguing that the creation of collaborative learning systems is plagued by several motivational dilemmas. By systematically mapping out the institutional incentives of the potential participants in collaborative learning activities, it is argued that one can gain a better understanding of the likelihood that adaptive systems will actually work. These ideas are tested on the case of the Swedish International Development Cooperation Agency (Sida). It is found that most Sida staff face conflicting incentives to engage in collaborative learning, but there are opportunities for management to strengthen such incentives. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献
716.
贺斌生 《北京市工会干部学院学报》2007,22(3):25-28
高校工会应充分利用网络信息技术,把维权方式从"传统"提升为"现代",把维权速度由"匀速"推进到"加速",把维权空间由"三维"扩展为"四维",为维权工作注入新亮点,提高工会工作整体水平。 相似文献
717.
本文从学科领域入手,对指纹自动识别技术在发展过程中受人工智能技术影响所产生的新变化进行简述。指纹识别技术作为一种计算机应用技术,其发展与计算机科学的新技术密切相关。人工智能技术,特别是基于深度学习的图像技术的发展使指纹识别算法开启了全新的模式。本文将人工智能在指纹领域的发展分成三个阶段,并对当前所处的第二阶段的发展趋势进行了分析。基于深度学习的指纹识别技术使用图像特征而不是传统细节点特征的方式,改变了法庭科学领域对指纹识别的认知。本文重点对深度学习技术在指纹识别方面的应用模式和典型的技术方法进行了论述,给出了基于深度学习的指纹识别技术方案图,对技术方案中的网络模型设计等重要步骤逐一进行了说明,提出了图像处理、降维等几个需要重点攻坚的技术环节。对现有的可为指纹识别借鉴使用的深度网络模型进行了介绍,如:卷积神经网络、自编码器网络。最后对人工智能指纹识别算法与传统算法的性能进行了对比。 相似文献
718.
周恩符 《胜利油田党校学报》2013,26(3):122-124
构建学习型组织是企业实现技术创新、流程改进和管理优化的基础,是企业提升核心竞争力的有力保障。黄河固井公司通过以“创争”活动为载体,营造学习成才氛围l以机制建设为重点,搭建成长成才平台;以科技创新为动力,推动公司持续有效发展等有效措施,进一步提升了企业的桉心竞争力。 相似文献
719.
张洁 《山西青年管理干部学院学报》2010,23(2):88-91
“90后”大学生的学习策略有以下特征：时间管理和自我测试能力比较弱,且其学习策略在性别、家庭所在地、是否网民、“触网”时间长短几方面都存在显著性差异。因此,应当注重培养“90后”大学生的时间管理能力和自我测试意识,激发他们正确的学习动机,提高他们加工处理信息的能力及思辨能力,引导他们正确使用网络。 相似文献
720.
孟建伟 《北京行政学院学报》2020,(1):113-118
从科教融合的视角看,研学旅行对中小学生来说,不仅是一种新型的日常教育方式,而且更是一种新型的科学教育方式。它在本质上提供了一种真正意义上的科学生活,让学生们在这种科学生活中,打开自然之书社会之书和人生之书,从而为完整而全面的科学教育开辟广阔的前景。从教育即生活的观点看,科学教育即科学生活。未来的科学教育应当走一条科教融合之路,即通过研学旅行,在学校和科研院所之间架起相互沟通的桥梁,逐步形成一种科教融合的科学教育模式。 相似文献