共查询到19条相似文献，搜索用时 780 毫秒
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借助于开放、平等的互联网环境,大规模协作促使不同领域、不同层面、不同地点、不同时间的学习者参与知识分享与共建,这一思想已经在企业、经济、管理等领域产生了重要影响,在学习领域也产生了重要的影响.在与计算机支持的协作学习和虚拟学习社区进行对比的基础上,提出了基于网络的大规模协作学习——通过大量群体协作共同完成学习目标,促进集体知识建构,从而形成以集体共识为基础的社会认知网络的学习形式.大规模协作学习有三大核心特征:组织形式呈现集体学习的特点,从个体知识建构到集体知识建构发展,从知识内容构建到社会认知网络构建. 相似文献
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基于网络的教育资源环境经历了开放教育资源运动、在线教育与社交分享到智慧学习环境的发展.教育资源环境在为学习者提供丰富的学习资源的同时,对学习者的学习方式产生了重大影响,其发展追求是：开放与共享、协作与互动、融合与创新.教育资源环境须以学习者为中心,实现学习者与技术、资源最为自然和谐的交互,使其把注意力集中于学习过程,进而落实教育技术的宗旨：促进学习者学习,推动人的全面发展. 相似文献
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基于作品创作的协作学习以共同创作作品的形式开展协作学习,强调实践参与和交互合作。这种实践共同体的学习方式能促进个体知识建构到集体知识建构,从个人多元发展到集体智慧提升。值得进一步探讨的是:这种实践共同体可以在共享知识、技能以及共同体文化的基础上,进一步实现到集体知识、技能与共同体文化的再生与转换,实现"从共享到共生"的知识建构新目标。 相似文献
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在线学习环境中,大规模群体通过深度交互,充分交织个体智慧,能生成具有重要价值的集体智慧。然而,在大规模协作实际运行中,群体协作和群体知识建构效果不佳,导致个体智慧孤立,集体智慧形成的基础薄弱。构建在线学习集体智慧生成路径(OCIG):以个体智慧为起点,在媒介供给、组织策略和社交互动的支持下,能实现个体参与群体协作,最终生成集体智慧。并依此设计大规模协作方案,进行实践与分析,结果表明:适切的媒介功能,为集体智慧生成提供技术保障;多样的组织结构,转变集体智慧生成方向;提供逐级的互动支架,能够提升集体智慧层次。 相似文献
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老年网络协作学习生态体系的构建以日益凸显的老年教育为问题域,是老年社会、消费社会以及学习型社会发展的集体诉求。网络协作学习凭借其组织技术优势突破旧式老年教育窠臼,形成个性张扬与集体协作相互交织的老年教育格局。老年网络协作学习生态系统由节点、链接、网络、环境要素构成,若干生态子系统间互融共通。老年网络协作学习生态体系构建的关键在于以智慧链接为特征的网络技术,旨在实现信息交互的人本价值,学习资源间不断进化语义关联更新知识体系,优化机构与情境因素提升老年人的参与程度。最后,从老年网络协作学习生态子系统的内部优化,构建老年网络协作学习生态体系的通路。 相似文献
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随着计算机和网络技术的发展,远程教育资源的数量也在迅速增加,然而由于资源异构、资源孤岛等问题在一定程度上限制了远程教育资源的共享。本体是共享概念模型明确形式化的规范说明,利用本体描述教育资源的语义信息,可以充分实现教育资源复用和共享。本文首先构建教育资源知识本体,根据该知识本体建立一个远程教育资源共享模型。应用该模型能解决教育资源语义形式化问题,同时为教育资源之间提供语义互操作的解决方案。 相似文献
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工作场所学习作为一种有别于传统"学校本位教育"的学习方式,发生在工作场所之中,其内涵经历了知识技能观、交互观、过程观和混合观四个阶段的发展演化。伴随新媒体技术在工作场所中的应用与普及,工作场所学习的内涵发生了新的变化:工作学习一体化、集体知识群建共享、工作学习内容生成而非预设等。知识生成视角下的工作场所学习是工作场所学习的高级形式,它的提出是以知识生成隐喻为基础,强调集体知识库的生成、虚实结合的协作交流与分享、学习者之间的交流与互动。学习元平台作为一种能够支持协同创建、内容生成以及语义关联的知识社区,可以支持虚实结合的工作场所学习方式,实现知识与技能获得、参与工作任务、知识系统化生成三个阶段的学习。 相似文献
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开放教育资源运动的"开放"理念 总被引：2，自引：0，他引：2
蔡春燕 《厦门教育学院学报》2007,9(4):35-37
利用网络传播的优势,为使用者消除访问的障碍,鼓励教育资源的更大范围分享和利用是开放教育资源的追求.开放教育资源发展迅速,形式种类多样、规模日益扩大.开放教育资源定义中的"开放"理念具有明显的信息时代特征,是面对网络发展对现行版权观念和传统版权法的挑战做出的积极正面的回应,表现在访问、传播、利用三方面.面临开放教育资源运动带来的机遇与挑战,中国的大学要树立开放的理念,加强对开放教育资源的宣传,促进开放教育资源在全国范围的获取与应用,加大力度建设中文开放教育资源,继续开放教育资源的英译汉和汉译英工作;而高校师生要具备信息技术应用、英语以及终身学习的能力. 相似文献
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语义Web强调对网络资源附加可供机器理解和处理的语义信息,使人与电脑之间更好地协同工作,同时也使资源的大规模重用和自动化处理成为可能。近年来,随着语Y,．Web技术的不断发展,各种e—Learning平台（适应性学习系统、智能导师系统、语义化知识社区等）纷纷尝试引入语义技术,为用户提供更加个性化和智能化的学习服务。学习元平台（LCS）基于语义化组织的学习资源,应用语义Web体系框架中的本体技术和推理技术,构建了包含OntologyAPI层、语义层、标注层和推理层的语义技术框架。依托该框架,LCS分别在学习资源的有序进化控制、学习资源的动态语义关联、学习资源的动态语义聚合、学习资源的适应性推荐、学习资源的语义化检索以及社会认知网络的动态构建等方面进行探索性研究,实现从资源的语义化组织到具有更强智能性和个性化的高级应用服务。这些应用实践表明,将语义技术在e-Learning系统中推广应用,需要积极引入外部开放、成熟的本体和更多高级应用服务,集成具有较强针对性和运行效率的推理机,在人工标注和自动标注相结合的基础上,关注资源和用户的语义化表征,重视情境模型的设计和情境本体的构建。 相似文献
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Limited research has been conducted on how to incorporate computer-supported collaborative learning into translation instruction despite the potential benefits. A study was conducted with a group of college English majors in China to examine the effects of using a social annotation tool to encourage student interaction during translation activities. The results showed that students made greater improvement when they completed the translation assignments with the support of a social annotation tool than when they completed the assignments in the traditional way. In addition, students had a positive attitude toward the use of the social annotation tool. 相似文献
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Muhammad Anshari Yabit Alas Lim Sei Guan 《Education and Information Technologies》2016,21(6):1663-1677
Utilizing online learning resources (OLR) from multi channels in learning activities promise extended benefits from traditional based learning-centred to a collaborative based learning-centred that emphasises pervasive learning anywhere and anytime. While compiling big data, cloud computing, and semantic web into OLR offer a broader spectrum of pervasive knowledge acquisition to enrich users’ experience in learning. In conventional learning practices, a student is perceived as a recipient of information and knowledge. However, nowadays students are empowered to involve in learning processes that play an active role in creating, extracting, and improving OLR collaborative learning platform and knowledge sharing as well as distributing. Researchers have employed contents analysis for reviewing literatures in peer-reviewed journals and interviews with the teachers who utilize OLR. In fact, researchers propose pervasive knowledge can address the need of integrating technologies like cloud computing, big data, Web 2.0, and Semantic Web. Pervasive knowledge redefines value added, variety, volume, and velocity of OLR, which is flexible in terms of resources adoption, knowledge acquisition, and technological implementation. 相似文献
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CSCL环境中的社会交互 总被引：3，自引：0，他引：3
现在有很多关于计算机支持下协作学习(CSCL)异步环境中分布式学习团体(DLGs)的实证研究。研究表明当前的CSCL环境并不能完全满足人们对其支持交互的团体学习、知识共享、知识的社会建构及能力的培养的需要。在CSCL环境中,主要有两个因素阻碍我们取得预期的社会交互的成果:一是将社会交互看作是自然而然发生的,二是忽视与学习任务本身无关的社会心理交互。当前解决这个问题的办法主要是依靠教育者和教师鼓励协作学习,为了让教师从这样的负担中解脱出来,我们必须改进CSCL环境,激发和支持学习者的社会交互。 相似文献
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Gwyneth Hughes 《British Educational Research Journal》2010,36(1):47-63
Collaborative learning has much to offer but not all learners participate fully and peer groups can be exclusive. The article examines how belonging or ‘congruence’ in learning groups is related to identities of gender, age, ethnicity and socio‐economic status. A study of student experiences of collaborative learning on three different blended learning courses illustrated how learners negotiate identity congruence with peer groups to belong and engage. An analytical framework that distinguishes social, operational and knowledge‐related identity congruence has emerged. Contrary to received wisdom, the social aspect appears least important for learner engagement while knowledge‐related identity congruence is fundamental. Some of the consequences of identity incongruence, particularly concerning gender and maturity, are discussed and the article points towards the pedagogies which might enable identities of group members to shift so that collaborative learning can flourish. 相似文献
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《The Internet and Higher Education》2007,10(3):212-230
This exploratory case study considers the interpersonal dimension of collaborative learning in an online graduate community that is based on a cohort approach to education which is characterized by the social construction of knowledge. Discourse data from two graduate courses are analyzed for interpersonal elements associated with social presence through the lens of Systemic Functional Linguistics. A general profile of the interpersonal dimension of the learning community is provided along with a consideration of cognitive engagement and the interpersonal dynamics of two dilemmatic situations. Data analyses indicate that social presence is much more than social chat and that the nature of the collaborative learning process is deeply intertwined with interpersonal engagement among participants. 相似文献
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Teresa Schaefer Claudia Magdalena Fabian Tobias Kopp 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1406-1419
Research stresses the importance of social components in learning. The social contact with peers and tutors stimulates reflection and supports higher processes of learning necessary for the internalisation and application of new knowledge. However, merely proposing opportunities for interaction does not necessarily lead to fruitful discussion and collaboration. Social presence and facilitation are key concepts for successful mutual learning. Both are represented in Murphy’s collaboration model; social presence forms the basis of collaboration on which discussions and co-construction of knowledge evolve. Facilitation supports the entire collaboration process. In this paper, an adjusted version of Murphy’s model was applied to analyse 1085 comments shared in an online course between career practitioners of a public employment service. The results show that without a dedicated tutor, learners can still be involved in collaborative learning and co-construction of new knowledge provided that the topic under discussion is highly relevant and controversial. Learners themselves take over social presence and facilitation activities, but less frequently than when a professional tutor facilitates discussions. Ex post summative evaluation revealed that only a few learners applied the gained knowledge in the long-term. As comparisons with related research suggest, higher facilitation support leading to a higher cognitive interaction with the learning could have better supported the transfer to practice. 相似文献