【文章內(nèi)容簡(jiǎn)介】 ondemand videos support facetoface teaching, is already mon. The University of Northampton, which follows this approach, has no large lecture theaters in its new Waterside campusthe largest room can hold 80 people, with others averaging 40.Five years ago the University of Leeds introduced a lecturecapture system and now approximately 80% of its lectures are recorded, either as audio and slides or as video. Prof Neil Morris, the university’s dean of digital education, says staff can repackage these recordings within online resources, bining sections of a lecture with added activities. This allows students to learn at their own pace, an approach known as “Flipped (翻轉(zhuǎn)式) learning”that gives contact time to focus on discussion and interaction, “When you e to class, we’ll do some problemsolving,” he says.There are further developments in the pipeline. Several universities are experimenting with chatbots, which answer general questions, and others have systems that use data to identify students who are disengaging from courses, Jisc is working on how similar technology can support students39。 mental health.The next few years will see advanced learning analytics systems that bine chatbotstyle interaction with extensive analysis of students’ personal data,using artificial intelligence (AI) technology. Rather than identifying a few students who need particular support, these systems would be used by most or all.As well as teaching, technology could improve the assessment process by spreading it throughout courses, reducing the need for final exams and the stress and workload associated with them. Software could carry out preliminary (初步的) marking of essays to see if key facts have been mentioned, freeing up staff to make more plex assessments and give more detailed feedback. Some types of assessment, such as whether someone can carry out a defined task, could be entirely puterassessed.58. What influence might technology have on higher education?A. It might make teaching and learning more personalB It might result in the disappearance of lectures in colleges.C. It might allow students more time to stay with the We esD. It might push the teachers in universities to work much harder.59. What are Blended learning and Flipped learning both based on?A. Smallsized classes. B. Online resources. C. Staff petence. D. Staff management.60. What can we infer from the passage?A. Technology will be used to support students’ physical health.B. Advanced learning analytics systems appeal to a small group.C. Final exams will gradually withdraw thanks to technology.D. We will see a wider use of technology in higher educationCA mental adventure familiar to most students is that of cramming (填滿) ones mind with knowledge in the run up to an exam. Once the exam is done, we delightedly empty our brain of all this hardwon learning that’s no longer needed. Within days, we can barely remember the subject matter, let alone the details. At such moments, it39。s as if we’ve forgotten on purpose.It might then e as a surprise to learn that until recently, there was little scientific evidence that people could have any deliberate influence on their rates of forgetting. But in the last few years a small family of experimental techniques have showed that, under the right conditions, we can in fact deliberately forget things. The effects are subtle( 微妙的), but nevertheless suggestive: being able to forget at will would, after all, be a killer life skill.But how does deliberate forgetting work? An exciting new study casts light on the question. Jeremy Manning and Kenneth Norman have been doing wonderful work on memory for years and in a remarkably cunning (巧妙的) experiment, they provide evidence that we forget things by getting rid of the mental context within which those memories were first learned。The study is a plex one, but in essence (本質(zhì)), they instructed people to deliberately remember or forget words they’d just learned. And they then spied on the brain to see what happened next.What they observed is that the brain that attempts to remember keeps active the mental context that was present during the learning whereas he brain that tries to forget gets rid of that context, letting go of the mental scaffolding (支架) that had probably supported the he construction of those memories in the first place.That context is the key to forgetting is striking. since it39。s also the key to remembering. The most powerful memory technique of all is the “memory palace”, which is precisely an instrument that exploits the powers of spacial context to improve memory. By imagining objects around sequences (順序) of locations (contexts), we can then recall those memories by visiting those contexts.In more familiar area, a fundamental rule of hosting a good party is to make sure the event transitions (過渡) through several rooms rooms or locations. Parties that are held in the same space bee a mes of disorganized memory。 by contrast, when a party transitions through a series of differentiated contexts, such variety is soon reflected in memory, and one can recall precisely what one experienced in each location, enjoying each moment for its own recollected merits.Consider how we now tend to photograph the most important moments in our lives rather than just drinking them in. When we do this, we diminish(i )our firsthand experience, confident that by having stored (and perhaps shared)a photo, we39。ve logged the moment. That leaves us much less likely to directly remember the original experience, allowing the photo to do our remembering for us.61. How do most students deal with the hardwon knowledge after an exam?A. They cram them into their mind for future use. B. They keep in mind the subject and the details.C. They seem to forget them in a deliberate way. D. They conduct researches to gain more of them.62. What is fundamental to deliberate forgettingA. The mental context. B. A carefully