E-Learning 3P模型:人-过程-结果的交互体

人-过程-结果的交互过程或3P模型为设计、开发、评价、实施以及管理e-learning和其他混合的学习材料与学习系统提供了一个综合图解,文章讨论了不同的人在开发e-learning方式或其他混合学习方式的产品时所经历的各种阶段及其相应的责任。     

以需求为引领的中职应用语文课程建设及教学资源的开发与应用

基于岗位需求,以够用、适用为应用语文建设的原则,构建项目引领、任务驱动应用语文,开发适用理实一体化、线上线下混合的教学模式的教学资源,进行教学手段与方法的改革,设计课程教学方案流程,提高应用语文有效性。     

Cognitive load theory,the transient information effect and e-learning

When using modern educational technology, some forms of instruction are inherently transient in that previous information usually disappears to be replaced by current information. Instructional animations and spoken text provide examples. The effects of transience due to the use of animation-based instructions (Experiment 1) and spoken information under audio-visual conditions (Experiment 2) were explored in a cognitive load theory framework. It was hypothesized that for transient information presented in short sections, animations would be superior to static graphics, due to our innate ability to learn by observing. For transient information in long sections, animations should lose their superiority over static graphics, due to working memory overload associated with large amounts of transient information. Similarly, the modality effect under which audio-visual information is superior to visual only information should be obtainable using short segments but disappear or reverse using longer segments due to the working memory consequences of long, transient, auditory information. Results supported the hypotheses. The use of educational technology that results in the transformation of permanent into transitory information needs to be carefully assessed.     

Mathematical e-learning using interactive mathematics on the Web

Interactive mathematics using mathematical notation on the Web have up to now not been possible. The development to the XML-standard MathML and also the use of JAVA servlet containers have made it possible to use the Web as an advanced calculator using numeric, graphic and symbolic mathematics interactively. In connection with mathematical e-learning for engineering students this will represent quite a quantum step. In many European countries both the number of students in mathematical courses generally and the number passing through the exams has reached a ‘dangerously’ low level and industry and schools are complaining. To meet this challenge the pedagogics and the methods of communicating mathematics will have to undergo an innovative process where new technology is important. The improvement of understanding mathematics by using interactive and personalized documents on the Web could reverse bad trends, and the problems associated with recruiting girls into engineering and mathematics also have to be emphasized through the selection of applications.     

Reflecting on the think-aloud method for evaluating e-learning

E‐learning is increasingly being used in higher education settings, yet research examining how students use e‐resources is frequently limited. Some previous studies have used the think‐aloud method (an approach with origins in cognitive psychology) as an alternative to the more usual questionnaire or focus groups, but there is little discussion in the educational literature about the advantages and disadvantages of this approach. In this paper, we discuss our experience of using the think‐aloud method in a recent study, and we reflect on its potential contribution as a research method. A number of concerns about the method arose during our study, including the level of guidance given to participants, observer influence, and the complexity of data analysis. We conclude, however, that the richness of the data collected outweighs these constraints, and that the think‐aloud method has the potential to enhance research in this field.     

电子类课程教学中学生学习兴趣的培养

学习兴趣培养是教学中不可缺少的一部分.在电子类课程教学中,应根据课程特点从创设情境、激情导入;主动探索、获取新知;触类旁通、发散思维;课外延伸、知识拓展4个环节培养学生的学习兴趣,提高电子类课程的教学质量.     

Promoting effective e-learning practices through the constructivist pedagogy

Although rapid advances in technology has allowed for the growth of collaborative e-learning experiences unconstrained by time and space, technology has not been heavily infused in the activities of teaching and learning. This article examines the theory of constructivism as well as the design of e-learning activities using constructivist principles. The manner in which constructivist theory supports e-Learning is explored, and extrapolating from this pedagogical theory, some implications are provided to model effective practices of the characteristics and capacities of this powerful learning environment.     

欧洲远程教育与电子学习的发展趋势

本文是欧洲远程教育与电子学习网络学会(EDEN)举办的2006欧洲远程教育与电子学习年会的会议综述。会议的主题是“电子能力对于生存、就业与创新的意义”。本文着重就部分主题报告的主要内容进行描述,对年会关注的热点,特别是就“在电子学习中培养创新能力”“,教育必须置身于就业与经济竞争的环境”等话题,以及欧洲远程教育与电子学习呈现的发展趋势做了综述。作者认为,中国远程教育与电子学习的发展与时代同步,取得了巨大成就,但与世界各国同样,要重视研究新的变化中的问题。     

构建大学网络教学资源中心

大学网络教学资源中心建设是高等教育信息化建设的重要内容.本文强调校内共建共享建设教学资源中心的建设目标,并且为校际共享奠定基础.文章着重介绍了教学资源中心的系统架构,并分析了建设资源中心的关键问题及解决方案.然后分析了资源中心的运行方式,指出资源中心在数字校园中的重要地位.文章最后介绍了构建网络教学资源中心的实践经验.     

Didactic and technical considerations when developing e-learning and CME

Several usability issues were encountered during the design of a blended e-learning program for a course in evidence-based medicine for general practice trainers. The program was developed in four steps. We focused in this article on step 2 and 3. Step 2 focused on which educational principles to apply, that is, which learning theories, instructional designs and other theories should influence the program. Step 3 focused on the design elements, namely whether to use hypermedia and/or multimedia, and what screen design and which font to use. This article presents the important issues in designing an e-course and provides an impression of the complexity of designing high quality e-learning in particular for continuing medical education (CME).     

A social theory perspective on e-learning

Current research on e-learning that focuses predominantly on instructional programming, and on various hardware and software, essentially neglects the more socio-cultural perspectives on e-learning. With this in mind, this article proceeds from a social theory perspective with a more socio-culturally engaged look at e-learning for workplace learning and pedagogy. In so doing, this article proposes a theoretical framework derived from the social theory of Jean Baudrillard (1929–2007), with a focus on his seminal, metaphorical notion of ‘simulation’. Finally, this metaphor is applied as a theoretical framework to discern the socio-cultural significance of the present trajectory of technological environments for workplace learning and their potential for conveying socially and (multi)culturally relevant workplace learning pedagogy.