探究基于R2D2模型的网络学习平台设计策略

网络学习平台的构建是当今教育技术学领域中寻求技术与学习融合的研究热点之一,然而,目前网络学习平台的设计存在着一些问题。本文以R2D2网络教学模型为指导,提出了设计能满足不同学习风格学习者的个性需求,且具有R2D2模型中的系列学习活动及智能自动评价和反馈的网络学习平台的具体策略。     

一种蜂窝网络中支持D2D通信的资源分配方法

基于冲突图模型形成的二进制整数规划,提出了一种蜂窝网络中支持D2D通信的无线资源分配方法．首先,提出一种频率资源分配算法,即为每个D2D链路都分配一个频率资源块．分配频率资源时将尽可能地利用蜂窝网络中的无线频率资源空间重用机会．然后,提出一种时隙调度算法,即为所有分配同一频率资源块的D2D链路进行时隙资源调度．调度时隙资源时将保证使用同一频率资源块的D2D链路之间达到长期平均吞吐率的比例公平．通过计算机仿真对所提出方法的性能进行了验证,结果表明该方法能够在蜂窝网络中实现D2D通信功能．     

P2P模型在校园网上的应用研究

针对目前流行的P2P网络模型的特点,结合非结构化的P2P网络Gnutella路由和结构化的P2P Pastry路由,提出了一种应用在校园网内的P2P结构模型方案,并给出了详细的P2P节点结构和路由,同时提出了设计该网络模型上的P2P网络应用软件的可行性.     

蜂窝网络覆盖下的D2D通信研究

随着物联网与大数据时代的到来,频谱资源日益紧缺。为缓解频谱资源紧张,提高频谱资源利用率,将D2D通信技术引入蜂窝网络,同时与NONA、EH、Relay等技术结合,通过合理的资源分配与功率控制,改善蜂窝通信网络服务性能,降低通信时延,提高频谱资源利用率。与传统蜂窝通信网络比,D2D通信技术加入蜂窝网络可扩大蜂窝网络覆盖范围,提高边缘用户吞吐量与蜂窝用户和D2D用户的吞吐量,具有广阔的应用前景。     

H2+杂质半导体量子点激发态能级的计算

用B样条技术计算H2+杂质半导体量子点激发态能级.计算结果显示:当两核距离D较小时,激发态能级E对两核距离D的变化很敏感;当两核距离D较大时,E——D曲线上升变缓,激发态能级对D的变化敏感度下降.基态1sσg和激发态2pσu2pπu3dσg3dπg所有E——R曲线随R的增大快速下降,量子尺寸效应显著.通常情况下,D越大,E——R曲线越高.但2pσu的E——R曲线很奇怪,曲线之间出现交叉现象.     

证明不等式︱acosθ+bsinθ︱≤(（a2+b2）1/2)（a,b,θ∈R,ab≠0）的六种模型

本文从不等式acosθ+bsinθ≤a2+b2(1/2)(a,b,θ∈R,ab≠0)(或其等价形式)的结构出发,联想代数或几何模型,得到了该不等式的六种证法.     

P2P网络模型设计及其对教育资源的应用

在网络中搜索各种资源时,通用的搜索引擎很难满足用户特定的需求。P2P网络是一种有效的资源共享和搜索方式。通过分析P2P网络的基本结构和资源共享特点,提出了一种基于P2P的资源网络模型(PBRN)。PBRN是由各资源实体"自组织"形成的分布式、虚拟、动态和松散的纯P2P网络,并实例化的剖析了它在教育信息资源上的应用。     

一种P2P直播系统网络模型研究

研究了P2P直播系统网络模型,并在此基础上提出一种基于可信节点的半结构化的网络模型(SSPM)。该模型结合了结构化网络模型中的对相邻节点有序组织和混合式网络模型的快速搜索的优点,利用可信节点良好的时间恒定性和性能稳定性,使该新型模型在实际网络环境下能达到较优的性能。     

基于P2P的贝叶斯网络检测模型研究

针对P2P流不同时间分段发生的P2P流量不同的特征,提出了一种基于P2P的贝叶斯网络检测模型.该模型利用贝叶斯方法在负载均衡下统计和分类不同的网络环境流量,通过加入时间段函数,改进传统的贝叶斯分类器.实验证明,该模型能有效提高P2P网络平均识别率,减少P2P的误报率和漏报率.     

基于动态等级判定的MP2P信任模型

信任是MP2P网络安全中要解决的关键问题。MP2P与P2P的网络环境有本质上的区别,原有适应P2P网络信任模型并不适用MP2P网络。在已有信任模型基础上,针对移动网络中常见的恶意攻击,采用混合式拓扑结构,提出一种基于动态等级判定的MP2P信任模型。根据不同时刻的时间经验值和全局贡献值,动态赋予网络节点不同的等级,并根据等级的高低决定计算信任值时的权重和资源下载量。研究和仿真分析表明,该模型可有效区分网络中稳定和不稳定节点,并有效延长稳点节点在网络中的地位,同时减少“搭便车”节点以及“诋毁”节点的不良影响,提高节点的交互成功率。     

Introducing the R2D2 Model: Online learning for the diverse learners of this world

The R2D2 method—read, reflect, display, and do—is a new model for designing and delivering distance education, and in particular, online learning. Such a model is especially important to address the diverse preferences of online learners of varied generations and varied Internet familiarity. Four quadrants can be utilized separately or as part of a problem‐solving process: the first component primarily relates to methods to help learners acquire knowledge through online readings, virtual explorations, and listening to online lectures and podcasts. As such, it addresses verbal and auditory learners. The second component of the model focuses on reflective activities such as online blogs, reflective writing tasks, self‐check examinations, and electronic portfolios. In the third quadrant, visual representations of the content are highlighted with techniques such as virtual tours, timelines, animations, and concept maps. Fourth, the model emphasizes what learners can do with the content in hands‐on activities including simulations, scenarios, and real‐time cases. In effect, the R2D2 model is one means to organize and make sense of the diverse array of instructional possibilities currently available in distance education. It provides new ways of learning for diverse online students, and demonstrates easy‐to‐apply learning activities for instructors to integrate various technologies in online learning. When thoughtfully designed, content delivered from this perspective should be more enriching for learners. The R2D2 model provides a framework for more engaging, dynamic, and responsive teaching and learning in online environments.     

平台和用户视角下在线课程持续学习影响因素研究

"互联网+"时代,在线课程平台已经成为大学生课下自学的重要平台,但在线课程也正面临着高辍学率等问题。为了研究大学生在线课程的持续学习行为,本文基于期望确认理论从平台和用户双重视角构建研究模型。通过调查问卷收集数据,利用SPSS和Smart PLS进行统计分析和假设检验。研究结果表明:学习氛围、课程质量和教学质量以及自控能力显著影响用户的持续学习行为,而期望确认通过感知有用性影响学生的持续学习行为。研究结果对于提高大学生课下在线课程持续学习行为具有重要意义。     

How social network position relates to knowledge building in online learning communities

Social Network Analysis, Statistical Analysis, Content Analysis and other research methods were used to research online learning communities at Capital Normal University, Beijing. Analysis of the two online courses resulted in the following conclusions: (1) Social networks of the two online courses form typical core-periphery structures; (2) Social networks of the two online courses contain “structural holes,” where some actors position themselves to become potential opinion-leaders within their social networks; (3) Actors, variously positioned within a core-periphery structure, show quite significant differences in terms of knowledge building; (4) Taking “structural holes” into account, there exist considerable differences in knowledge building between opinion-leaders and non opinion-leaders; (5) Actors in the “core” and “structural hole” positions have very different characteristics in terms of knowledge building. These actors in particular play important roles in online learning communities, impacting on the level of the constructed knowledge.     

影响学生使用网络课程的因素调查研究

在分析网络课程建设现状的基础上,结合信息系统的D&M模型,本文探讨和构建了学生使用网络课程的影响因素结构模型,并通过数据分析对结构模型进行验证。研究结果发现网络课程的内容品质、学生的成就感和感知有用性通过影响学生的使用满意度,从而进一步影响学生对网络课程的使用行为。本文的研究结果对于网络课程的设计和开发有一定的启示。     

线上与线下混合模式下的教学改革探讨--以“交通管理与控制”课程为例

综合线上与线下模式的优点,基于知识、能力、素养三个培养目标,构建了“交通管理与控制”课程的知识体系,探讨了教学模式,分别对课前预习、课中学习、课后考核,进行线下与线上混合教学的应用。线下线上混合教学方式能够最大程度激发学生的学习积极性,有助于学生创新能力的培养,并且在取得了较好的教学效果,为交通工程其他专业课的教学提供了一定的参考。     

智能化时代开放大学在线课程的价值取向与实现路径

在线课程的价值取向指引着课程建设的目标、内容、教学策略及评价,正确把握智能化时代开放大学在线课程的价值取向有利于提高开放大学的课程开发成效和人才培养的质量。立足智能化时代的知识观,提出开放大学在线课程的价值取向在于联通与融合,满足社会及学习者的需求,旨归在于培养成人学习者适应社会的职业能力、基于社群的联通能力以及面向未来的终身学习能力,转变对学习者的认知、变革在线课程开发模式以及创新技术支持是价值取向实现的路径。期望为开放大学在线课程的理论研究与实践提供借鉴和参考。     

浅谈非结构化网络课程

武法提教授曾将网络学习资源以知识传递的顺序和组织的方式分为结构化与非结构化学习资源,网络课程作为网络学习资源的主要形式也可分为结构化与非结构化网络课程.调查发现,现今的网络课程多为结构化形式,非结构化网络课程对人们来说还是个陌生的名词.     

A flexible framework for online collaborative learning

This paper presents a framework for online collaborative learning, also known as telecollaboration. At the centre of this flexible framework are online collaborative educational experiences where knowledge creation and knowledge in action are the nexus of social, teaching and cognitive presence based on the Community of Inquiry model of Garrison, Anderson and Archers [Garrison, D.R., Anderson, T., and Archer, W. (1999). Critical thinking in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 2(2–3), 87–105]. The framework provided should guide educators as they design, develop and implement authentic educational experiences within local, national or international settings in partnership with other educational stakeholders.     

Mind the gap: Enabling online faculty and instructional designers in mapping new models for quality online courses

Distance education has provided the foundation for new generations of learning, including courses delivered through various web-based educational technologies, also referred to as online learning. Many post-secondary institutions face the challenge of creating processes and systems to support instructors who are required to design, deliver, and frequently update online courses. Effective online course design prioritizes a student-centered pedagogical approach through active learning and meaning-making using modern technologies. This requires a wide spectrum of experience, technological skills, and pedagogical knowledge that is difficult to achieve. On one hand of the spectrum, are instructors with experience in online course delivery, learning technologies, and knowledge of online learning pedagogies. On the other hand of the spectrum, are instructors with insufficient experience, technological skills and awareness of online pedagogies. This disparity in instructors’ experiences, skills and knowledge results at times in a gap in ability. By providing a flexible and interactive model of support to instructors, instructional designers can shorten this gap in theoretical knowledge and practical skills. This paper explores the skill gap that some instructors face in the online learning domain and presents selected approaches to support instructors when transitioning to online courses based on the authors’ professional experiences. This paper considers two models of course design support from two unique higher educational institutions in the United States and in Canada, using different learning management systems. The results show that while these models have different contexts, they offer significant insights about common goals, flexible content, and learner-centered course design.     

中国共产党团结少数民族抗战的理论与实践述论

抗日民族统一战线是中国共产党领导中国各族人民取得抗战胜利的旗帜。中国共产党坚持和贯彻民族平等原则。制定了比较系统的团结各少数民族共同抗日的政策,为取得抗日战争的胜利发挥了重要作用,对以后党的民族工作的深入开展提供了宝：贵经验．为缔造统一的多民族的新中国奠定了坚实基础。