Assessment for Learning with Diverse Learners in a Digital World

We have the ability to capture data from students' interactions with digital environments as they engage in learning activity. This provides the potential for a reimagining of assessment to one in which assessment become part of our natural education activity and can be used to support learning. These new data allow us to more closely examine the processes learners use to solve problems, not just their final solutions, so educators can be more targeted in their intervention. New capabilities may address some of the consistent criticisms of assessment, but they also present new dangers, particularly for diverse learners. Systems are in danger of replicating the biases from our non-digital world in our digital tasks and in the creation of the scoring tools that accompany them.     

数字化世界中的教与学--"数字化技术在远程教育中的应用与挑战"学术研讨会综述

飞雪迎新年，连续两场厚雪，使得多年没下过雪的杭州显得特别的清新，厄尔诺尼带来的浮躁似乎一扫而光，一切变得特别的理性。杭州人的心情由此也显得特别的舒畅。     

在网络世界里终身学习--参加国际远程开放教育理事会第21届世界大会有感

2004年2月,国际远程开放教育理事会第21届世界大会在中国香港会展中心隆重召开,来自世界50多个国家及地区的500多名远程教育专家和学者出席了本届大会.中国内地的电大系统、普通高校及网络教育学院、教育研究机构和教育管理部门,以及港、台地区的代表,共计150多人参加了会议.     

浅谈师范教育中的弹性学习

师范教育的发展制约教育事业的发展，是整个教育事业发展的关键环节。师范教育应该积极创建弹性学习环境，促进学生弹性学习，发展认知弹性，从而培育出适合未来教育发展需要的新型合格教师。     

Flexible Learning Environments: Leveraging the Affordances of Flexible Delivery and Flexible Learning

The purpose of this article is to explore the key features of flexible learning environments (FLEs). Key principles associated with FLEs are explained. Underlying tenets and support mechanisms necessary for the implementation of FLEs are described. Similarities and differences in traditional learning and FLEs are explored. Finally, strategies and techniques for becoming a successful learner and facilitator in FLEs are presented.Initial ideas for this paper were generated after viewing a presentation created by Marie Jasinski, MindMedia, Douglas Mawson Institute, Adelaide, Australia ().Janette Hill is an Associate Professor in the Department of Educational Psychology and Instructional Technology at The University of Georgia, Athens. She received her Ph.D. from The Florida State University in Instructional Systems. Dr. Hill's research focuses on online learning with adults, specifically exploring issues related to building community and connections with others in virtual environments. Dr. Hill can be reached at janette@uga.edu.     

Making Learning Flexible

Terry Richmond, previously regional coordinator for the North West Flexible Learning Project (NWFLP), is now part time lecturer at Manchester Metropolitan University and education consultant. She describes Flexible Learning, an approach which can benefit students with learning difficulties.     

英语学习巧迁移

学习迁移有正负两方面的作用,在母语以外的语言学习中体现尤为明显。语言迁移既包括语间迁移,也有语言内部迁移。在英语学习中,注意引导学生充分利用各种形式的正迁移,防止汉语学习中许多负迁移对英语学习的阻碍作用至关重要;同时,还要引导学生利用好先行学习对后续学习的正迁移作用。     

Reclaiming Teacher Agency in a Student-Centred Digital World

This article examines the current dilemma faced by many teachers: the drive for a modern day pedagogy advocating student-centred, technology-enabled learning is at odds with teacher comfort zones still nestled in a teacher-talk, print-based classroom. Put another way, the 'techno-reluctance' of many teachers represents a negative reaction to the perception that new technologies represent a threat to their traditional roles and general sense of practical agency in the learning process or classroom. The paper interprets some of the key factors impacting on techno-reluctance as a means of moving beyond such a simplistic view of the connection between digital technologies and changing teacher roles. On this basis, it goes on to discuss the concept of 'technoliteracy' as a means of reclaiming teacher agency in a studentcentred, computer-mediated environment and also reframing teacher attitudes to electronic texts and related literacy practices.     

无缝学习--数字时代学习的新常态

随着无线网络、便携终端在教育中日益广泛的应用,“无缝学习”成为新兴的研究热点。近年来出现的一系列教学创新,从视频微课、翻转课堂到MOOC(大众公播课,国内简称“慕课”),都在强化无缝学习的发展趋向,使其成为数字时代学习的新常态。本文在考察无缝学习发展起源的基础上,提炼出无缝学习的三维特征,无缝学习系统的构成要素,最后分析了实施无缝学习带来的新挑战。     

数字化学习与教学时空的有效变革

数字化学习时代，如何认识远程教育。本提出“分离”和“分布”两种逻辑起点会产生“规模制造”和“服务”两类不尽相同的教学模式和管理模式。以师生分离为逻辑起点，首要解决教学媒体问题。远程教育受技术驱动，教师被物化到媒体中，在某种程度上促成了教育生产力的解放，使办学规模扩大成为可能。以“分布式学习”为逻辑起点，首要解决任课教师问题，使传统面授课堂基于网络得以延伸，远程教育从技术回归教育属性，注重教学活动和师生互动，强化个别化的教学服务。     

Fulfilling a European Vision through Flexible Learning and Choice

This article considers the value of flexibility and free choice in learning, and examines the increasing recognition of the evolving and wide range of appropriate environments for learning, such as the workplace, the home, the community, and the virtual world. This ‘Lifeplace Learning’ is compared to the requirements and visions of the European Qualifications Framework and it is shown how this concept is ideally placed to satisfy, not only the European vision of freeing and equalising learning and qualification recognition, but also the goals of including more people in education, allowing for flexible and apposite learning, and the development of graduates who are ‘fit for purpose’. A model of Lifeplace Learning is described that is based on the utilisation of any chosen life place environment for learning, combined with learner negotiated objectives, enabling formal, informal and non-formal learning to be recognised through assessment, and by the awarding of credit where this is appropriate. The model has, at its core, the development of competence in independent judgement, critical thinking, personal autonomy and reflective practice. It is concluded that, as traditional learning models deprive learners of a personal, autonomous and negotiated approach to learning (without which learners fail to develop critical competence in exercising independent judgment and critical thought considered essential and core to personal and professional development) and as Europe is striving to increase the recognition of many types of learning and ease transitions across national boundaries, this model could be an effective way forward to resolve the former and achieve the latter.     

自主学习与柔性管理

自主学习是指大学生个人对于自己的学习活动具有支配、控制的权利和能力。大学生自主学习既是新知识观在学习方法上的内在要求和学生个性发展的客观需要，也是网络教育的合理选择。因此，建立一套适应自主学习的柔性管理机制势在必行。     

Innovation in Technology-Based Flexible Learning: Dentaltec,a case study

The DentalTec project at Manchester Metropolitan University (MMU) was funded by a BT University Development Award between 1998 and 2000. The project was intended to lever change in technology and pedagogy in the teaching of Dental Technology, using emerging video and web approaches. The methods established by the project are still in use and are subject to ongoing development work--to that extent the project was a success, and those successes are discussed. However, key stakeholders to the project (educational development staff and subject leaders) concluded that the project had only limited impact where more had been expected. Drawing upon the Latchem and Hanna and the Collis and Moonen articles in this edition, this article reflects on the reasons for the successes and limitations of the DentalTec project.     

Higher Education Responding to a Lifelong Learning World

Higher education organizations have an important part to play in the creation of a Learning Society. Since Lifelong Learning is one of the most powerful philosophies of our time, its influence in opening up new opportunities and new horizons, empowering people, and expanding ideas, concepts, and actions makes it a prime target for research. Instead of being an institution for educating an elite of highly intelligent undergraduates and researchers, the university becomes a universal university, open to all, irrespective of background, of qualification, of age, of subject. This article examines the ways by which higher education can play a fuller role in the dream of a learning society for all. It is the beginning of a process which can take fifty years or longer.     

数字化学习港与终身学习

近年来,在我们的共同努力下,我国的远程教育事业取得了很大的成绩。中国的网络教育从1998年开始,经过八年的发展,已经逐步步入规范化、正规化、注重质量的发展轨道。这是在教育部党组领导下,通过大家的共同努力所取得的成绩,也得到了社会各界的大力支持和帮助。本文就今后网络教育的发展谈一些个人看法。     

Leadership for Open and Flexible Learning

Universities are responding to demands to be more inclusive, accountable, entrepreneurial and self-sustaining by seeking solutions in open and flexible learning and information and communications technology (ICT). Such applications are being transformed from equity-driven and marginal in a few universities to commercially-driven and mainstream across higher education systems. Open learning and ICT have the capacity to be 'disruptive technologies', transforming the organisation, culture and practices of existing universities and leading to new forms of institution and learning networks. The authors discuss these issues and draw upon their recent study into leadership in the field to argue for transformation leadership at the institutional, departmental, and programme level and suggest an action framework for those who would lead and manage.