开源模式在开放学习和开放大学中的应用(英文)

我们生活在一个快速变化的世界。我们可以用不断涌现的技术做很多事情,例如,我可以给你拍照并同步上传到互联网上。然而,如果真要挖掘世界的潜力,这些只是表面现象,我们必须改变思维的过程。因此,本文认为,开源软件为开放学习和开放大学提供了一个模式。文章首先介绍了开放的理念,并以此作为软件、学习和大学的基础。     

基于问题的学习与开放英语教学

基于问题的学习是一种新兴的教学模式。这种教学模式以学习者为中心,以问题为核心,它与建构主义学习理论和教学原则相吻合。结合开放英语教学特点和具体教学实践,探讨基于问题的学习在开放英语教学中的应用可以更好地满足成人学生的要求。     

论开放教育中的接受学习与发现学习

发现学习有利于引导学生主动思考培养探索精神，接受学习能保证在较短的时间里掌握较多的知识。在开放化、信息化环境下，利用网络平台突破时空限制，构建以接受学习为主、发现学习为辅的现代远程个别化教学模式，符合开放教育试点的教育思想和人才培养目标，有利于开放教育的教学并使之达到最佳效果。     

新世纪的开放学习

以高等教育的开放学习为主轴,讨论了一般传统高等教育的现状与转变,结合英国开放大学的成功经验,论述了开放大学在21世纪的重要性开放大学的服务对象,应该教些什么,应该如何教学,应该在何处教。指出在21世纪里开放大学仍将占有特殊地位。     

开放教育值得重视的几个问题

本文针对“开放教育”在试点过程中值得重视的几个问题提出了作者自己的观点和做法。     

Structural Learning and Open Education

In this article, the author explores the "algebra for all" issue to raise awareness about the many facets of this dilemma facing educators at the middle and high school levels. She discusses both sides of this controversial issue, especially regarding its impact on students' futures relative to higher education and employment. The author concludes that unless dramatic reform occurs in the delivery of algebra so that all students benefit from such instruction, students must make the decision to take algebra based on individual needs, interests, and desires.     

开放教育质量浅析

开放教育试点过程中,数量、效益、素质都与质量有着内在的联系。要精心运作,对教与学进行全面的评价, 确立科学的开放教育质量观。     

Self-Regulated Learning and Open Writing

In our study, we describe a situation where students take ownership of their learning and, on their own initiative, use digital tools actively in their learning activities. In our research we were interested in students who used weblogs and in the dynamic relationship between students and the weblogs they create. In particular, we were interested in how self-regulated learning was facilitated both by the technology that enables the creation of the weblogs, and in the content, or open writings, that are posted on the weblog.
The article begins with an introduction to weblogs. We then present the results of the analysis of the affordances of weblogs to facilitate self-regulated learning. We used a category system developed by experts from the universities of Aalborg, Amsterdam and Bergen to structure our study of the weblogs which we received from Bergen students. One of our most interesting findings was that students' reflection on both their own learning and access to other's reflections on their learning was a powerful tool to collectively develop a conceptual understanding of a topic. We could call this collective self-regulation.     

开放教育与学习化社会

开放教育着重体现教育的自然化、生活化和可选择化。开放教育的价值观、教学观、创新观是开放教育的主要特色。学习化社会是知识经济社会的重要特征,为开放教育提供了广阔天地。     

开放教育与素质教育

随着信息社会的到来,为一切人提供学习机会,促进人的全面、和谐发展的开放教育应运而生.开放教育与素质教育的价值观趋同,我们形成的"认识链"也即"操作链"的实践模型是实施素质教育的有效载体,注重为学生提供服务,使素质教育在开放教育中得到了较好的实施,从而促进人的全面发展.     

关于开放教育小组学习的探讨

本文对小组学习功能、特点、设计等问题进行探讨。重点是对小组学习如何实施进行论证。