远程网络教学模式下的主体性发展研究

在网络教育蓬勃发展和主体性教育大力弘扬的今天 ,网络技术的进步为学生主体性的发展提供了强大的支持 ,多种多样的网络教学模式的出现 ,需要我们重视促进学生的主体性发展。不管具体采用哪种教学模式 ,都要以学生作为中心 ,以学生的“学”作为核心。如何在网络教学模式下体现两“心”呢 ?该文从激发学生的主体意识、提高学生的主体能力、升华学生的主体品格三个方面来讨论如何在远程网络教学模式下促进学生的主体性发展     

Q Methodology and Q-Perspectives® Online: Innovative Research Methodology and Instructional Technology

Q methodology is an underutilized research methodology in the fields of education, instructional design and instructional technology, yet is well suited to research on perceptions of learning, efficacy of design, technology adoption and other issues within those fields. One reason for its lack of widespread use is the somewhat cumbersome nature of the research process, including the lack of readily available mainstream tools to conduct data collection and analysis. The authors introduce Q methodology, discuss its relevance in educational and instructional technology research and introduce their design of a new tool, Q-Perspectives® Online (Walker et al. 2017). The authors provide examples of the how Q-Perspectives® Online makes Q methodology more accessible as an instructional tool, and provide examples of use in face-to-face, flipped and online classrooms. The authors also describe how the methodology and real-time analysis tool provide an opportunity to bridge the research/practitioner divide by creating an explicit merger of the learning and research environments.     

对现代教育技术促进高职教育教学改革的思考

现代教育技术不仅是以计算机多媒体技术和网络技术为核心的媒体传播技术,而且包括改变教师的教育观念、教育手段和方法的现代化理念。现代教育技术还将会从根本上改变传统的教育观念和教育模式,促进高职教育教学改革。     

The effect of blended instruction on accelerated learning

While online instructional technologies are becoming more popular in higher education, educators’ opinions about online learning tend to be generally negative. Furthermore, many studies have failed to systematically examine the features that distinguish one instructional mode from another, which weakens possible explanations for why online instructional technology can be beneficial. The current study isolates three benefits of the authors’ particular online instructional technology: (1) providing flexibility in how students learn, (2) offering immediate and targeted feedback and (3) increasing student participation and engagement with instructional material. Maximum benefits were observed when students used the online instructional technology to prepare for their face-to-face class – that is, students with this blended instruction learned twice as much content in the same amount of time in comparison to students with face-to-face instruction alone, without creating an atypically high workload.     

建构基于学习对象的网络课程教学设计模板

网络课程的教学设计模板是一套可自动生成网络课程的原型件,为教师提供课程结构、教学设计、知识呈现等课程设计指引,并能够帮助非教育技术专业的老师在开发网络课程时,快速开发出充分体现教学设计理念的优秀网络课程。该以学习对象理论和SCORM标准为基础,提出了教学设计模板的基本结构,阐述了基于模板的关键性学习对象的设计及技术实现等内容,引导教师在开发网络课程时运用各种教学设计策略与SCORM技术标准。     

高师院校《现代教育技术》公共课教学的新模式——关于《现代教育技术》公共课教学的改革构想

该文基于对高师《现代教育技术》公共课教学现状和问题的考察 ,提出了以“面向全体师范生 ,切实提高教育技术应用能力”为目标 ,构建高师《现代教育技术》公共课教学新模式的若干设想。内容主要包括教学内容改革设想 ,教学方法与教学模式的改革设想以及教学管理与评估改革设想三个方面。其中教学模式的改革是本构想的核心 ,其关键是实现《现代教育技术》公共课与学科专业教学的三个结合 ,即 :教学设计和常规媒体技术与学科专业教学相结合 ;现代信息技术应用与计算机公共课教学相结合 ;教育技术技能的训练和评估与微格教学和教育实习相结合等     

数字网络和模拟网络的合理嫁接——多态化多媒体教学技术支持平台的构建

当前信息技术发展日新月异,很多教育技术工作者也沉迷于新技术的研究与应用,但并不意味着新技术可以简单取代原有技术。文章结合国家行政学院多媒体教学技术平台设计为例,介绍了如何统筹各种技术手段,将数字网络和模拟网络进行合理嫁接,从而实现教学资源处理的多态化。     

Teaching improvement grants: what they tell us about professors' instructional choices for the use of technology in higher education

To understand the creative possibilities for the instructional uses of technology, it is important to understand what professors’ are thinking about or imagining they could be doing. This article describes how an analysis of teaching improvement grants can inform us regarding professors’ instructional choices for the use of technology in higher education. An analysis over 6 years of award winning innovative technology proposals emphasized the positive practices that were being proposed, the importance of situating the analysis within an historical framework (eg, over time, culture, infrastructure) and the value of focusing on professor thinking that precedes teaching action and subsequent evaluation of its impact on learning.     

Managing cognitive load in information literacy instruction

Educational technology research and development - This study examined how instructional librarians can incorporate principles from cognitive load theory to engage students in research and improve...     

走出教学设计研究的现实困境：创建可用的教学设计理论

当前教学设计研究面临两大现实困境：一方面由于其受心理学以及心理学实验的影响较深。研究成果不能有效反映现实情境,对教学实践的指导作用受到质疑;另一方面已有的教学设计研究集中在描述性问题和因果性问题上,缺乏对“如何设计”这一机制性或过程性问题的深入思考。当前国际有关学习与教学设计研究的发展趋势表明,教学设计研究需要创建可用的、境脉申的、聚焦学习的教学设计理论。在创建和改进教学设计理论过程中,“前设性”与“涌现性”的理论创建与改进研究路线是两条可能的研究路线。这种研究路线必须扎根于真实课堂情境,在真实教学境脉中发现和解决问题,并将革新的学习环境设计活动与基于证据的经验研究结合起来。这是创建可用的教学设计理论、走出教学设计现实困境的必由之路。     

Computer-based microworlds: A bridge between constructivism and direct instruction

The field of instructional technology is characterized by its products, such as instructional media, and its processes, such as instructional design. Over the past 50 years, the process of instructional technology has been shaped by advances in learning and instructional theory. Much of the development work to date has been associated with direct instruction or instruction based largely on the application of behavioral and neobehavioral principles. In contrast, constructivism, a faction within cognitive psychology associated with Piagetian learning theory, is characterized by discovery and experiential learning. Constructivists have sought to tap the computational power of modern microcomputers to create computer microworlds, such as those found in LOGO, in which learners can experience and appropriate sophisticated ideas from (but not limited to) the domains of science and mathematics. Proponents of constructivism and direct instruction usually are viewed in opposition to one another. It is suggested here that each has something to learn from the other, and that computer microworlds offer a platform for collaboration.     

教学设计课程的教学和学习现状调查报告

近年来,教学设计发展迅速,为了解该课程教与学的现状,笔者对湖北、河南、福建和上海等地部分师范院校中教育技术学专业本科生进行问卷调查。该文基于此次调查,详细分析了教学设计课程的教与学现状,并围绕如何改进教学设计课程的教学展开了相关讨论,提出了一些建议。     

Students' views on the efficiency of instruction: An exploratory survey of the instructional metacognitive knowledge of university freshmen

Students have conceptions about the relationship between instructional interventions and learning or, in other words, students have instructional metacognitive knowledge. In this study, the efficiency of instructional interventions has been investigated as a specific object of students' instructional metacognitive knowledge. By means of a survey, conceptions about the efficiency of various instructional interventions of 488 freshmen in educational sciences and psychology have been investigated. Two research questions directed this exploratory study: (1) How do students assess the efficiency of instructional interventions; and (2) Do differences in gender, educational background, and/or subject of study affect evaluations of the efficiency of instructional interventions. Results show that respondents regard regular instructional interventions at the university directed toward, or supporting, surface-level processing and reproduction to be highly efficient. The use of technology is conceived as inefficient by these students. The limited number of differences between groups of students also suggests students' conceptions to be both consistent and robust.The study illustrates the need to investigate instructional metacognitive knowledge as distinct from other forms of metacognitive knowledge, and raises questions about the major components and structure of instructional metacognitive knowledge and individual differences in it. The findings suggest the need for the elaboration of a framework to describe instructional interventions.     

Visualizing Without Vision at the Microscale: Students With Visual Impairments Explore Cells With Touch

Science instruction is typically highly dependent on visual representations of scientific concepts that are communicated through textbooks, teacher presentations, and computer-based multimedia materials. Little is known about how students with visual impairments access and interpret these types of visually-dependent instructional materials. This study explored the efficacy of new haptic (simulated tactile feedback and kinesthetics) instructional technology for teaching cell morphology and function to middle and high school students with visual impairments. The study examined students’ prior experiences learning about the cell and cell functions in classroom instruction, as well as how haptic feedback technology impacted students’ awareness of the 3-D nature of an animal cell, the morphology and function of cell organelles, and students’ interest in the haptic technology as an instructional tool. Twenty-one students with visual impairment participated in the study. Students explored a tactile model of the cell with a haptic point probe that allowed them to feel the cell and its organelles. Results showed that students made significant gains in their ability to identify cell organelles and found the technology to be highly interesting as an instructional tool. The need for additional adaptive technology for students with visual impairments is discussed.This material is based upon work supported by the National Science Foundation under Grant Numbers 0354578 and 0411656     

Toward a philosophy of instructional technology: thirty years on

A current assessment of the "philosophy" of instructional technology is made using a 1970 BJET article as the basis of comparison. Each hypothesis of the original article is revisited and updated according to contemporary trends: (1) instructional technology is not yet a discipline; (2) the behavioural science concept of instructional technology is more valid than the physical science concept; (3) technology offers the best organizing concept for the development of the field and its evolution into a discipline; and (4) any statement of philosophy regarding instructional technology is tentative. The influence of distance education, public acceptance of media and technology, and training by artificial intelligence procedures in business and industry are nominated as important factors in bringing about major changes in the field. Each professional should develop a unique philosophy based on personal experiences in the field.     

The role of persuasive research in educational progress

This article describes how scaffolded instruction during whole-class mathematics lessons can provide the knowledge, skills, and supportive context for developing students' self-regulatory processes. In examining classroom interactions through discourse analysis, these qualitative methods reflect a theoretical change from viewing self-regulation as an individual process to that of a social process. This article illustrates how studying instructional scaffolding through the analyses of instructional discourse helps further the understanding of how self-regulated learning develops and is realized in mathematics classrooms. Qualitative methods, such as discourse analyses, and their underlying theoretical frameworks have great potential to help "unlock" theories of learning, motivation, and self-regulation through exploring the reciprocity of teaching and learning in classrooms.     

国际教学设计领域在关注什么——《教学设计中课程、规划和进程的国际观》深度解读

针对教学研究领域的三个主题：教学设计、课程设计、信息通信技术与媒体,国际教学设计研究领域的学者们主要关注如下研究热点：认知和学习心理学研究成果为教学设计模型提供了新的理论基础和创新途径,课程开发和信息通信技术需要进一步整合到教学设计模型中;课程开发及其对教学设计模型的影响;信息通信技术对教学设计和课程开发的影响,从更加整合和全面的视角来看待学习、教学、课程和技术之间的关系。《教学设计中课程、规划和进程的国际观》从以上三个方面展示了国际观点。当前教学设计研究和实践逐步形成以下发展趋势：一是教学设计研究越来越呈现出跨学科特点;二是运用技术创建有效学习环境成为教学设计研究的重要领域;三是欧美学者在教学设计研究领域既共享众多核心观点,又在研究角度、内容上各有不同,使得整体研究成果深度交融。     

College student perceptions of teaching and learning quality

Numerous instructional design models have been proposed over the past several decades. Instead of focusing on the design process (means), this study investigated how learners perceived the quality of instruction they experienced (ends). An electronic survey instrument containing nine a priori scales was developed. Students responded from 89 different undergraduate and graduate courses at multiple institutions (n = 140). Data analysis indicated strong correlations between student self-reports on academic learning time, how much they learned, First Principles of Instruction, their satisfaction with the course, perceptions of their mastery of course objectives, and global course ratings. Most importantly, these scales measure principles with which instructional developers and teachers can evaluate their products and courses, regardless of design processes used: provide authentic tasks for students to do; activate prior learning; demonstrate what is to be learned; provide repeated opportunities for students to successfully complete authentic tasks with coaching and feedback; and help students integrate what they have learned into their personal lives.

A Self-Study of the Role of Technology in Promoting Reflection and Inquiry-Based Science Teaching

   This self-study examined the 1st-year science teacher educator's integration of instructional technology into a science methods course and modeled the reflective practice of her own teaching. Elementary science methods students participated in a series of inquiry-based activities that utilized various instructional technologies. Data sources included daily reflections, formative assessments, concern-based surveys, and class assignments. Findings from this self-study revealed that the teacher educator's own reflections and practical inquiry influenced and paralleled her students’ development of learning how to teach scientific inquiry using instructional technology. Results suggest that inviting preservice teachers into reflective practice and modeling for them the development of professional practical knowledge allow them to address the uncertainties in their own learning about using technology for inquiry-based science teaching.     

科学运用现代教育技术 深化军队院校教学改革

当前,全军院校正在掀起一场新的教学改革热潮。其方向是怎样科学地运用现代教育技术,正确解决网络化多媒体教学中存在的问题,推动整个教学系统和谐有序地运转,实现教学信息化、现代化的跨跃式发展。该文作者就这几个方面展开论述。