云计算辅助教学下协作学习的活动设计策略初探

在信息网络技术普及和高速发展的形势下,云计算已经走进大众视野,云计算辅助教学也得到越来越多的教育工作者的关注.在云计算辅助教学中,协作学习活动是核心内容.探讨云计算辅助教学环境中协作学习的特点,并就其活动设计提出对活动设计策略的一些思考.     

云计算辅助教学CCAI支撑的协作学习设计

基于教育技术视角,简述了“云计算辅助教学”CCAI的相关概念,分析了云计算及典型云平台的基本现状,并结合Google App Engine和Windows Live典型云平台,讨论了CCAI协作学习的设计过程．包括功能模块与组件选取、组织教学资源、设计协作学习活动、组件的个性化自主扩充等。     

基于云计算的协作学习在中职学校计算机课中的应用

通过对云计算、协作学习、PDCA系统学习模型、教学设计等相关理论的研究,在现有可用的教学资源和实验条件下,分析了云计算教学平台和协作学习有机结合在中职学校计算机课堂中的优势,并构建了一个具有职业教育特色的基于云计算的协作学习设计的总体模型和具体的教学设计流程,以弥补和改进传统教学中的不足,有效培养学生的自主探究能力、合作意识、创造性思维能力和团队精神,进而真正改变中职学生的学习面貌．     

基于Google协作平台的云服务学习环境设计与实现——以宁夏大学影视学苑学习平台构建为例

在教育技术“云服务”迅速发展的背景下,分析了云计算的内涵,介绍了Google协作平台的功能,构建了基于Google协作平台的云服务学习环境——宁夏大学《影视学苑》,并在课程教学中进行了有益的探索和尝试,以期对我国西部欠发达地区开展云计算辅助教学起到抛砖引玉的作用。     

基于云计算的协作式自主学习的实践

针对传统教学中存在的问题,运用云计算和协作式学习的优势,设计了基于云计算的协作式教学互动模型,并对该模型的设计原则、层次模块、教与学协作流程等方面进行了详细阐述,通过云计算的协作教学与传统教学的实验对比,表明该模型促进了学习者的学习自主性,培养了学习者的协作能力,弥补了传统教学的不足,对教学水平的提高起到了积极的推动作用。     

云计算支持下的计算机协作学习研究

随着云计算技术的不断发展和教育教学的联系越发密切。在计算机支持的协作学习基础上,加入云计算辅助教学元素,通过对班级学生进行试验尝试,对结果进行分析研究,总结出云计算支持的协作学习的规律和特点,肯定了学习效果,同时对未来进行展望。     

云计算辅助教学应用案例——“多媒体课件制作”课程网站

云计算在教育教学中的应用带来了云计算辅助教学的新概念。21世纪的教学方式是以学为主,学习的方式也从个人学习变成了协作学习,这正是云计算辅助教学的核心。本文解析了一个基于百会在线办公平台构建的实际应用于教学的云计算课程案例,阐述了其设计思路、实现方法,以期为云计算辅助教学的深入研究提供一些帮助。     

基于云计算环境下的协作学习

云计算服务在互联网上的应用越来越广泛,利用云计算所提供的社会性协作平台,教师可以更好地培养学生的群体智慧和高级思维能力。本文简单介绍了云计算的概念及其发展历程,并通过两个教学案例,结合实际阐述了教师如何在教学中运用云计算环境,创设情境,更好地提高教学质量和教学水平。     

云计算辅助教学的协作式教学环境设计与实践

云计算辅助教学已经成为教育技术领域研究和探讨的前沿课题。文章首先阐述了云计算和云计算辅助教学的外延及内涵,把云计算辅助教学对高校教学的影响进行了详细分析。在此基础上,以数据结构课程为背景,基于Google Apps教育套件建立了云计算辅助教学的协作式教学环境并将其应用于教学实践。最后,总结、分析了在这个新的教学环境下出现的问题并指出其发展方向。     

基于Hadoop的云计算辅助教学平台研究

云计算可以促进教育信息化的革新,云计算辅助教学利用“云计算”支持的教育“云服务”,能够高效简洁地提高教学的质量.文章比较了公有云与私有云平台,分析了高校建设私有云计算平台的可行性,研究了基于Hadoop的云计算辅助教学平台.该平台可以充分利用云计算的存储与计算能力.文章对校园私有云的体系架构进行了分析,详细介绍了基础设施层和基于Hadoop的云计算辅助教学平台.实验证明,该平台具有良好的实用性.     

Challenges for collaborative blended learning in undergraduate students

This study reports a quasi-experiment in collaborative blended learning (CBL) with undergraduate students who, despite being in a world-leading, enriched digital environment, were new to collaboration and CBL. The mixed-methods research found that only small improvements to students’ CBL took place over time, and explanations for this are proffered. The study found that the students needed specific and intensive instruction, practice, and development in how to collaborate, both with and without blended learning. Students discovered and appreciated the benefits, pitfalls, and challenges to collaboration and CBL largely by doing it: learning from experience. Collaboration and CBL do not release teachers from their instructional and pedagogical roles; rather, they place teachers and face-to-face instruction and practice in collaboration and CBL in classrooms, at the heart of effective practice and improvements here. Implications for teaching are suggested.     

Leadership in online learning in higher education: Why instructional designers for online learning should lead the way

With the increase in demand for online education at the university level has also come the “recognition that in order to be effective, such programs cannot simply be on‐line replicas of the instruction delivered in classrooms” (Reiser, 2001, p. 64). An environment of collaboration with a shared vision is needed to bring faculty expertise together with online learning design and technological expertise. This article addresses why and how instructional designers should lead the way.     

Promoting technology integration through collaborative apprenticeship

Teachers often learn technology skills and integration strategies in intensive seminars, ineffective means for professional learning because experiences are seldom transferred to instructional practices. Thus, effective technology integration requires teachers to obtain learning experiences within the context of their teaching so they can practice, reflect, and modify their practices. Learning in a teaching community is a social process that involves ongoing, on-site, and just-in-time support. Teachers need avenues to continually interact to provide such support across all members of the community. Collaborative Apprenticeship, a professional development model featuring reciprocal interactions, is one such approach to promoting technology integration. Teachers experienced in technology use serve as mentors of peer-teachers' technology applications aimed at improving instruction. Technology is progressively infused as peer-teachers learn to design technology-rich lessons from their technology-savvy peers through modeling, collaboration, and coaching.     

The effect of computer-mediated collaborative learning on solving III-defined problems

The positive effects of collaborative learning in a face-to-face environment are well known. However, little empirical research exists to determine if such effects transfer to a computer-mediated environment. The purpose of this study was to investigate the effect of computer-mediated collaboration on solving ill-defined problems. Participants first worked through a Web-based instructional program that taught them a four-step problem-solving process. Then they worked in computer-mediated dyads or alone to apply the steps to solve a realistic problem scenario. Results indicated that participants who worked in computer-mediated collaborative dyads performed significantly better than did participants who worked alone. The results also indicated that dyads spent significantly more time than participants in the individual treatment. Both treatment groups had positive attitudes toward working collaboratively, Internet-based instruction, and transfer of problem-solving skills. Implications for the implementation of computer-mediated collaboration in distance learning are discussed. During article preparation, he was a PhD student at Arizona State University (ASU), Tempe. The views expressed in this article are those of the authors and do not reflect the official policy or position of the United States Air Force, Department of Defense, or the United States government.     

Combining cognitive learning theory and computer assisted instruction for deaf learners.

This study investigated the effects of implementing cognitive learning theory principles in computer assisted instruction of educational psychology concepts. A total of 19 preservice deaf teachers participated in the study. We used a pre-post design to measure the learning and attitude changes of the teachers. The results of the analysis of pretests and posttests of cognitive outcomes indicated that significant learning occurred as a result of the computer-based instruction. Also, the majority of the students reacted positively to the quality of the lessons. The results also suggest that applying an appropriate theoretical framework to the design of instruction offers an avenue for meaningfully addressing the appropriate use of technology.     

Effects of representational guidance during computer-supported collaborative learning

This research investigates the role of representational guidance by comparing the effects of two different representational tools. We used a design with two different groups defined by the type of argumentative diagram students co-constructed while working in a computer-supported collaborative learning (CSCL) environment. The Graphical Debate-tool offered different representational guidance than the Textual Debate-tool. The results show that groups that worked with the Graphical Debate-tool constructed representations of higher quality and wrote essays that were better in terms of grounds quality. Furthermore, working with the Graphical Debate-tool was found to have a positive effect on students’ learning as measured by a knowledge post-test. In contrast to our expectations however, there was little difference between the two conditions regarding the online collaboration process. It can be concluded that representational guidance has an impact on group and individual performance and should therefore be taken into account during instructional design.     

Methodological challenges for collaborative learning research

Research on collaborative learning, both face-to-face and computer-supported, has thrived in the past 10 years. The studies range from outcome-oriented (individual and group learning) to process-oriented (impact of interaction on learning processes, motivation and organisation of collaboration) to mixed studies. Collaborative learning research is multidisciplinary. This introduces a multitude of theoretical accounts for collaborative learning, accompanied by a broad spectrum of methods to study processes and outcomes of collaboration. This special issue will provide an overview of methods that are at the core of current research effort, but also identifies opportunities and problems to sensibly combine methods into mixed method approaches.