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本文首先分析在传统教育机构基于模式和设计的学习环境下学习者的需求,并从收复学习管理权的角度出发阐述一种基于网络的、学习者自我管理学习的新教育系统.文章对运用模式设计学习系统或学习过程提出质疑,主张学习应该由学习者根据各自的具体情况来开展;他们通过在个人学习环境中的一个学习资源网络进行学习.这种模式的学习设计类似于八哥集群飞舞(murmuration),即以自我组织方式形成和重塑学习过程.作者建议学生通过"收复学习管理权"进行自我组织.换言之,发展自己的学习系统,将学习延伸到传统教育机构之外进行. 相似文献
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基于资源学习设计网络教学系统的实践 总被引：1，自引：0，他引：1
熊邦忠 《海南广播电视大学学报》2004,5(2):74-75,54
基于资源学习(简写为RBL)是一种开展探究式自主学习的方法学，基于资源学习，设计网络教学系统应以贯彻资源学习为主线，支持和服务于学习者开展资源学习。文章以剖析基于资源学习与网络教学的关系为切入点，从基于资源学习的角度，实践网络教学系统的设计。同时对其教学过程进行探讨，并提出了值得注意的几个问题。 相似文献
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在线学习资源建设已经成为了当今数字化学习研究的热点问题.本文以学习过程中学习者学习行为和在线学习资源的特点为基础,结合协同过滤算法,设计了基于协同过滤技术的在线学习资源个性化推荐系统模型.实践证明,该模型可以更好地为学习者创造数字化学习环境,提高学习者的自主学习效率. 相似文献
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基于资源的学习：信息化教育的一种重要模式 总被引：2，自引：0，他引：2
基于资源的学习（resource—based learning。RBL）是一种以学习者的学习活动为中心的教育教学模式。在信息化教育中,基于资源的学习是指通过获取和运用各种资源以达到学科知识目标和信息素养（information literacy）目标的过程。也就是说,通过基于资源的学习。学生应该学会确定什么是学习目标,知道去哪里查找相关资料以及怎样查找。学会如何对查找到的资料做笔记,学会如何评价信息。学会如何与他人合作、交流,学会如何评价学习的进展、如何反映学习过程等等。 相似文献
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校企异地背景下现代学徒制是职业院校借助社会资源来融入地区经济发展和改革人才培养模式的有效举措,实现"远程协同"是取得人才培养效果的重要基础和保障.从理论层面来说,校企异地背景下现代学徒制的"远程协同"要实现五个协同:身份协同——超越时空的"校企"双身份建设,过程协同——基于互联网技术的培养过程优化,内容协同——基于情境构建"虚拟+实体"运行架构,工具协同——对接实践逻辑的校企合作课程开发,评价协同——按照训育并举形成校企共同评价.落实到具体行动上,校企需要开发远程协同平台整合校企资源,构建在线学习空间实现"资源"为中介的学习情境,实施"校企双导师"强化身份管理,配合"实体+虚拟"校企双向流动. 相似文献
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网络教学信息资源是电大远程开放教育资源中的重要形式之一,课程网上教学资源的建设及组织应贯彻"以学生为本"的思想,使之更加符合学习的规律,从而真正促进学习者的发展.基于学习者学习活动内容的网络教学资源组织模式,正是将网络教学资源的特点、信息的组织方式与学习者的学习能力、学习类型、学习方式和学习过程之间进行了有机的结合,提高了课程资源应用的有效性.文章以甘肃电大<心理学>课程为例,介绍了按学习者学习能力、学习类型及学习组织形式来建设课程网上教学资源的探索与尝试. 相似文献
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对基于Web 2.0的学习进行了论述.通过分析Web 2.0的模式和特征,探讨了Web 2.0在教学过程中对于教师和学习者产生的新的教学、学习方式,考察了Web 2.0对于学习资源进行的知识管理,提出了在Web 2.0学习中对学习者生存能力和道德规范的要求. 相似文献
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文章在建构主义、情境认知、连通主义及元认知理论的指导下,基于学习元的内容与活动整合、协同建构等功能,依托"摄影技术与艺术"课程开展了实证研究,试图为大学生构建一个个性化学习环境,促进大学生的情感和认知行为投入,推动学习资源、学习方式、教学方式和学习评价等方面的变革,帮助学习者深度理解复杂概念、实现知识的迁移、形成问题解决能力和批判性思维,以期为高校教育带来一种全新的模式,促进各专业大学生的深度学习。 相似文献
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This study compared teacher collaboration with differing foci, in terms of various learning activities and learning outcomes. A total of 411 teachers from 49 primary schools participated by completing a questionnaire. Foci of collaboration explained significant differences in the frequency with which teachers perceived learning activities and learning outcomes to occur in their collaboration with colleagues. Moreover, the focus of collaboration explained a considerable amount of between-schools differences in teachers' reported learning activities and learning outcomes. These results suggest that the school context and the focus of collaboration are related and that these both influence collaborative teacher learning. 相似文献
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Jacobiene A. Meirink Jeroen Imants Paulien C. Meijer Nico Verloop 《Cambridge Journal of Education》2010,40(2):161-181
In this study the relationship between teacher learning and collaboration in innovative teams was explored. A comparative case study was conducted in five temporary teams in secondary schools. Several quantitative and qualitative data collection methods were used to examine collaboration, teacher learning, and the context for learning and collaboration. In cross‐site analysis two complementary patterns of teacher learning and collaboration were identified. Collaboration in all teams could be characterized as ‘sharing’. However, sharing was further specified with regard to differences in the content and aims of sharing. Different types of sharing were related to teacher learning. The results give cause to rethink the nature of interdependence in collaboration, and the nature of the relationship between collaboration and learning. A practical result may be that collaboration in innovative, temporary, and voluntary teams could be a promising direction for teacher professional development. 相似文献
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Michael Hammond 《Education and Information Technologies》2017,22(3):1005-1024
This paper investigates collaboration in teaching and learning and draws out implications for the promotion of collaboration within online environments. It is divided into four sections. First the case for collaboration, including specifically cooperative approaches, is explored. This case revolves around the impact of collaboration on the quality of learning and on learning outcomes. Collaboration is seen as constrained by context but, if structured and rewarded, it will bring important motivational and cognitive benefits. Next, the case for online collaboration is examined. This is based on longstanding arguments about the benefits of working together albeit in an environment which offers greater reach; a mix of media; and archives of interaction. The third section of the paper compares perspectives on online collaboration with a longer tradition of research into collaboration in general; it critiques the idea that online mediation offers a paradigm change in teaching and learning. The fourth section of the paper considers future directions for promoting online collaboration. 相似文献
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In a study investigating different ways to engage students in an individual preparation activity, we assessed learning from collaboration with a peer. Learning was measured at pretest, individual preparation, collaboration, and posttest. Two conditions were compared: generative preparation and nongenerative preparation. With no differences in knowledge at pretest, we found that students who prepared by engaging in the generative compared to the nongenerative preparation task performed worse to a statistically significant degree in both the preparation and collaboration phases. However, in a postactivity transfer task, the students performed to a similar degree as the comparison group evidencing productive failure. In addition, students in the generative condition showed greater learning gains from the preparation to the collaboration phase. We introduce the notion that generative preparation may better invoke learning mechanisms that help students to learn from subsequent collaboration. 相似文献
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For this review, we synthesized quantitative and qualitative research on collaborative learning to examine the relationship between teacher guidance strategies and the processes and outcomes of collaboration among students (66 studies). The results show that several aspects of teacher guidance are positively related to student collaboration, for example when teachers focus their attention on students’ problem solving strategies. During student collaboration, opportunities arise for students to engage in collaborative activities that support their learning process. The way teachers take more or less control of these moments determines whether these opportunities can be turned into real moments of learning for the students. This review highlights the important yet challenging role of the teacher during collaborative learning. 相似文献
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Messy collaboration refers to complexity, unpredictability and management dilemmas when educators work together. Such messiness was evident in a Hong Kong English Learning Study, a structured cyclical process in which teachers and researcher-participants from a teacher education institution work collaboratively on effective student learning. This paper describes and analyses the collaboration from a micropolitical perspective using multiple participant-voices, including that of one who experienced the collaboration differently from the others. The analysis explores some reasons for the messiness of the collaboration, addresses the epistemological tensions, and considers ways to shift the collaboration towards one that facilitates innovation and learning. 相似文献
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Huahui Zhao Kirk P. H. Sullivan Ingmarie Mellenius 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(5):807-819
A key reason for using asynchronous computer conferencing in instruction is its potential for supporting collaborative learning. However, few studies have examined collaboration in computer conferencing. This study examined collaboration in six peer review groups within an asynchronous computer conferencing. Eighteen tertiary students participated in the study. Content analyses of discussion protocols were performed in terms of participation, interaction, and social presence. The results indicate that collaboration does not occur automatically in asynchronous computer conference. Collaboration requires participation because no collaboration occurred in the two groups with low student participation; however, participation does not lead to collaboration, evidenced by student postings receiving no peer responses. Collaboration requires interaction but does not end with interaction, substantiated by different levels of collaboration across different interactional patterns. Social presence helps to realise collaboration through establishing a warm and collegial learning community to encourage participate and interaction, exemplified by the contrast of the group with the highest level of social presence and the group with the lowest level of social presence. A model of understanding and assessing collaboration in online learning is recommended, consisting of participation, interaction and social presence. 相似文献