1. |
A Crisis of Identity? |
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British Journal of Educational Technology,
Volume 7,
Issue 1,
1976,
Page 4-6
Norman MacKenzie,
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ISSN:0007-1013
DOI:10.1111/j.1467-8535.1976.tb00184.x
出版商:Blackwell Publishing Ltd
年代:1976
数据来源: WILEY
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2. |
Next Year, Jerusalem! The Rise of Educational Technology |
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British Journal of Educational Technology,
Volume 7,
Issue 1,
1976,
Page 7-30
David G. Hawkridge,
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ISSN:0007-1013
DOI:10.1111/j.1467-8535.1976.tb00185.x
出版商:Blackwell Publishing Ltd
年代:1976
数据来源: WILEY
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3. |
The Development of Research in Broadcasting at the Open University |
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British Journal of Educational Technology,
Volume 7,
Issue 1,
1976,
Page 31-43
Tony Bates,
Margaret Gallagher,
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ISSN:0007-1013
DOI:10.1111/j.1467-8535.1976.tb00186.x
出版商:Blackwell Publishing Ltd
年代:1976
数据来源: WILEY
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4. |
Educational Technology at the Open University: A Short History of Achievement and Cancellation |
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British Journal of Educational Technology,
Volume 7,
Issue 1,
1976,
Page 43-53
David Harris,
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ISSN:0007-1013
DOI:10.1111/j.1467-8535.1976.tb00187.x
出版商:Blackwell Publishing Ltd
年代:1976
数据来源: WILEY
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5. |
Training the Educational Technologist |
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British Journal of Educational Technology,
Volume 7,
Issue 1,
1976,
Page 54-60
Clive Lawless,
Adrian Kirkwood,
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PDF (473KB)
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ISSN:0007-1013
DOI:10.1111/j.1467-8535.1976.tb00188.x
出版商:Blackwell Publishing Ltd
年代:1976
数据来源: WILEY
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6. |
An Educational Technologist Looks at Student‐Centred Learning |
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British Journal of Educational Technology,
Volume 7,
Issue 1,
1976,
Page 61-65
Nicholas Farnes,
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PDF (313KB)
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ISSN:0007-1013
DOI:10.1111/j.1467-8535.1976.tb00189.x
出版商:Blackwell Publishing Ltd
年代:1976
数据来源: WILEY
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7. |
Janus the Consultant: educational technology at the Open University |
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British Journal of Educational Technology,
Volume 7,
Issue 1,
1976,
Page 65-75
Michael Macdonald‐Ross,
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摘要:
SummaryThe Open University is well placed to examine the way educational technologists can help improve the quality of students' learning experience. In this paper I have discussed four styles of consultancy which are not quite satisfactory, and proposed a fifth. As ‘scientist’ and ‘systematic technician’ the consultant runs into trouble because he underestimates the complexity of education. His tools are too limited for the situations he faces, and his vision of the end of education too simple‐minded. As ‘students' advocate’ and ‘problem solver’ he can, in principle, treat situations on their merits. These styles are humanistic and satisfying—when they work. Unfortunately there are no good, hard prescriptions for showing younger consultants how to do it. There certainly are good consultants who have mastered these styles, but their methods have been little studied, and are not easily made public. The transformer, on the other hand, is a practical vision. Transformation is aprocesswhereby complex information is organised for the reader's benefit. The constituent activities can be analysed and learnt; in other words, there are pro‐cedures which can be specified. The notion of transforming does justice to the real complexity of education, and puts the student's interest in the foreground. In this way the idea of the transformer is quite consistent with the ‘students' advocate’ and ‘problem‐solver’ styles while being m
ISSN:0007-1013
DOI:10.1111/j.1467-8535.1976.tb00190.x
出版商:Blackwell Publishing Ltd
年代:1976
数据来源: WILEY
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8. |
Educational Technologists: Knowledge Pretensions and Role Change |
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British Journal of Educational Technology,
Volume 7,
Issue 1,
1976,
Page 75-84
Bob McCormick,
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PDF (649KB)
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ISSN:0007-1013
DOI:10.1111/j.1467-8535.1976.tb00191.x
出版商:Blackwell Publishing Ltd
年代:1976
数据来源: WILEY
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