Learning online: massive open online courses (MOOCs), connectivism,and cultural psychology

In this reflection, we discuss the connectivist conception of learning in Web 2.0 environments, which underpins the pedagogy of what are known as cMOOCs (connectivist massive open online courses). We argue that this conception of learning is inadequate and problematic, and we propose that cultural psychology is best suited to address the explanatory challenges that Web 2.0 poses on learning, and therefore, it is also best suited to provide massive open online courses with more adequate and less problematic pedagogy. We suggest two initial and general pedagogical principles based on cultural psychology upon which to begin building this new pedagogy for massive open online courses.     

Social software and academic practice: Postgraduate students as co-designers of Web 2.0 tools

In order to develop potentially transformative Web 2.0 tools in higher education, the complexity of existing academic practices, including current patterns of technology use, must be recognised. This paper describes how a series of participatory design activities allowed postgraduate students in education, social sciences and computer sciences to contribute to the development of new Web 2.0 tools to enhance an existing virtual collaboration environment. In the course of these design activities, students reflected on and articulated the existing and emerging academic practices in which they were involved as they managed their transition from undergraduate courses to postgraduate research. The tools that were developed can therefore be seen as reifications of participants' emerging academic practices and the challenges they face as new researchers. This highlights the need for flexible design approaches and adaptable technological frameworks if Web 2.0 tools are to be successfully integrated into higher education settings.     

Web 2.0 Technologies and Back Channel Communication in an Online Learning Community

Communication, collaboration and community development are processes that contribute to student satisfaction and learning in online courses. This paper describes a study that investigated how campus and distance graduate students in a library science program communicated with one another outside the official boundaries of their courses. We conducted a survey to answer two research questions: 1) What Web 2.0 technologies do students use to communicate with one another outside of the formal structure of their online courses? and 2) What do they talk about in such communication? The results showed that, while students used a variety of technologies to communicate with one another, those enrolled at a distance made greater use of technology to communicate with one another. Moreover, clear preferences emerged according to age. Younger students preferred mobile technologies while older students experimented with a wider range of web-based technologies. We interpret these results and offer recommendations for practice based on our interpretation.     

A Community of Voices: Educational Blog Management Strategies and Tools

Web 2.0 offers a new type of interactive technology that may change the focus and approach of formal education in ways we are just beginning to comprehend. The new and unique qualities of Web 2.0 can be compounded in traditional educational settings by the fact that students often times have far more experience with and understanding the new technology than the teachers who are developing curriculums and setting educational goals. At the same time, Web 2.0 has become so pervasive in such a short time that it makes little sense to ignore it in educational settings. This current article suggests blogging may be the most “education friendly” of the new interactive tools. Blog posts offer students the opportunity to develop their own voice in the classroom, while commentary serves as an important reinforcement for self-reflection and continued participation. The difficulty for teachers is in understanding how to integrate, use and maintain course blogs so that they are a strong and positive educational force in the classroom. At the core of using blogs is the development of blog management strategies. Based on the authors’ use of blogs in undergraduate courses, the current paper outlines an approach to blog management.     

Web 3.0时代中小学在线课程实施策略

相较于Web 1.0以教师为中心的单向知识传授和Web 2.0的师生双向互动交流,Web 3.0时代在线课程的最大特色是在多感官智能交互环境下师生平等合作解决问题。在线课程是实现Web 3.0教育理念的重要手段之一,而其成功的核心是学生学习的积极主动性。教师实施在线课程需要具备无缝整合多种技术的能力,但更重要的是教育理念的更新,需要进行学习空间、学习方式和学习内容的体系化变革。这种要求无论是对物理空间的学校教育还是网络虚拟空间的学生学习具有同样的适用性,并且相互推动形成开放式、混合式的未来教育。     

Use of Web 2.0 technologies in K-12 and higher education: The search for evidence-based practice

Evidence-based practice in education entails making pedagogical decisions that are informed by relevant empirical research evidence. The main purpose of this paper is to discuss evidence-based pedagogical approaches related to the use of Web 2.0 technologies in both K-12 and higher education settings. The use of such evidence-based practice would be useful to educators interested in fostering student learning through Web 2.0 tools. A comprehensive literature search across the Academic Search Premier, Education Research Complete, ERIC, and PsycINFO databases was conducted. Empirical studies were included for review if they specifically examined the impact of Web 2.0 technologies on student learning. Articles that merely described anecdotal studies such as student perception or feeling toward learning using Web 2.0, or studies that relied on student self-report data such as student questionnaire survey and interview were excluded. Overall, the results of our review suggested that actual evidence regarding the impact of Web 2.0 technologies on student learning is as yet fairly weak. Nevertheless, the use of Web 2.0 technologies appears to have a general positive impact on student learning. None of the studies reported a detrimental or inferior effect on learning. The positive effects are not necessarily attributed to the technologies per se but to how the technologies are used, and how one conceptualizes learning. It may be tentatively concluded that a dialogic, constructionist, or co-constructive pedagogy supported by activities such as Socratic questioning, peer review and self-reflection appeared to increase student achievement in blog-, wiki-, and 3-D immersive virtual world environments, while a transmissive pedagogy supported by review activities appeared to enhance student learning using podcast.     

The Potential of Web 2.0 Tools to Promote Reading Engagement in a General Education Course

General education classes involve extensive course readings. College instructors have a limited time to cover every detail of the materials students are supposed to learn in class; thus, they expect students to learn through course readings. However, many college students demonstrate a low level of engagement in course reading tasks. Existing research has reported that most college students do not complete their assigned readings or they only engage in shallow levels of reading such as skimming and literal comprehension. Despite this negative phenomenon in college, a lack of research has been conducted to promote reading engagement in college classrooms. The purpose of this paper is to provide college instructors with practical guidance on using Web 2.0 tools to enhance student engagement in this task. According to self-determination theory (SDT), Web 2.0 tools share several engagement-enhancing factors. The paper discusses the potential of Web 2.0 technology to engage students by aligning with SDT. Based on the potential of Web 2.0, the paper suggests practical ways of using different Web 2.0 tools (i.e., GoogleDocs, Blog, Twitter, and Facebook) to promote reading engagement in a college classroom.     

基于Web2.0技术的大学英语教学模式改革探究

在多媒体技术和网络技术的推动下,以学习者为中心的网络教学模式得到了迅速发展。Web2.0技术的普及为当代大学英语改革提供了更为广阔的舞台。本文首先介绍了大学英语教学模式改革的新要求及Web 2.0的技术特点,然后探讨了Web2.0技术在大学英语教学中应用的具体形式,最后总结了Web 2.0技术对学习者学习方式的影响。     

Rethinking Course Assessment: Creating Accountability with Web-Based Tools

The World Wide Web (Web) offers many great tools for instructors of both distance and traditional science courses. These interactive sites primarily provide a service, as opposed to reference information. Instructors can often enhance student performance and course effectiveness by choosing from a wide range of these Web tools. Choosing good Web tools in a research supported assessment framework can result in courses that are more effective without adding significant work for instructors. The keys to success are high standards for student learning, a good assessment model, and quality tools. This paper seeks to describe a mastery learning environment where achievement targets are matched to existing Web-based assessment alternatives.     

网络课程设计中的教学设计

随着现代教育技术的发展,网络教学已经成为现代远程教育的重要形式．目前,开发的许多网络课程,忽视了教育理论方面的指导,缺乏对教与学的系统设计．针对这些问题,提出了网络课程教学设计的理论依据,并对网络课程设计中的教学设计进行探析．     

基于Web2.0的学生个人知识管理模型

Web2.0及其典型代表性软件RSS、维基、博客等为学生进行个人知识管理提供了零成本、零技术的环境和技术条件。Web2.0代表性软件在功能特点、技术优势等方面具有不同的侧重,综合运用它们的优势,构建基于Web2.0的学生个人知识管理实施过程模型,可帮助学生有效管理个人知识,为网络环境下学生个人知识管理的实施提供直观、具体的借鉴方法。     

基于网络技术的个人知识管理研究综述

有效的个人知识管理,能不断更新和完善个人知识体系,提高个人核心竞争力。Web2.0作为新一代互联网的统称,以其技术优越性而获得广泛应用。在浅析个人知识管理和Web2.0技术基础上,探讨Web2.0技术为个人知识管理的有效支持。     

微博环境下虚拟学习社区研究

随着Web2.0时代的到来,社会性软件成为网络非正式学习的有效支持,虚拟学习社区成为人们非正式学习的重要场所之一。微博,作为Web2.0时代社会性软件的代表之一,其在网络教育中的应用现状值得我们探讨。文章运用社会网络分析法,对大学生为主要成员的高校微博群展开研究,通过量化微群成员间的交互关系,分析大学生在微博群这一虚拟学习社区中的人际网络的结构和特征,考察成员间的交互情况。得到如下研究结论:(1)虚拟学习社区整体结构松散,凝聚力差;(2)社区整体交互模式呈现网状结构;(3)虚拟学习社区中存在意见领袖。     

Quality Courses: Crucial Elements in Providing 'State of the Art' Education Via the Web

This case study addresses the strengths and pitfalls of presenting Web courses from a constructivist modality. Two specific voices are highlighted along with insights from two years of Web courses at a small Arizona university. The Web courses upon which this case study is based are taught each semester and have been taken for credit by a modest number of enrolled students, but there are typically between 50,000‐60,000 hits per month on the material from twenty-five to twenty-seven countries in any given month.     

基于Web 2.0环境的货币银行学课程平台建设的探索与实践

Web 2.0是近年来提出的一种互联网模式,其核心理念是以人为本,因这一理念而产生的各种应用在教育领域被广泛关注.结合基于Web 2.0环境的货币银行学课程平台建设实践,分别从课程平台设计思路、Web 2.0技术的教学应用进行探索,总结经验,以期对课程资源建设和教学实践提供借鉴.     

协作学习2.0:基于Web2.0的协作学习新范式

文章在分析Web2.0的特征及协作学习概念的基础上,提出了协作学习2.0的概念与特点,给出了协作学习2.0的架构,在探讨了协作学习2.0的理论基础上,重点解析了协作学习2.0架构的元素,并具体说明了协作学习2.0的应用过程,为Web2.0时代的协作学习提供了一种新范式。     

Lib2.0信息服务的概念探讨及其应用

Library2.0是Web2.0在图书馆的应用,是图书馆服务的新理念。通过介绍Librar2.0的概念,讨论了Library2.0相关技术,最后,分析了Library2.0在图书馆的应用。     

Web 2.0技术学习的问题与对策

本文以Web2.0技术为学习内容,根据课程教学实施,提出了学习者进行Web2.0技术学习时可能出现的典型问题;进而通过对Web2.0与多媒体技术的比较,对学习者出现这些典型问题的成因进行了分析;同时在对Web2.0技术所支持的学习性质与学习形式分析的基础上,对如何进行Web2.0技术的学习与运用,提出了个人网络场与网络场交流学习环境构建的方法与对策,并对此进行了初步实践与检验。     

MOOC背景下基于推荐机制的提高同伴互评效果的研究

随着Web2．0技术的不断发展,大规模开放在线课程（ MOOCs）以其免费、方便、省时、高质量和不受时间和空间限制等特征迅速在全球兴起。然而,作为一种新兴的课程模式,用于评估学习者作业的同伴互评环节由于设置过于简单,存在评阅者态度粗鲁、评价效率低下等问题,并不能取得令人满意的效果。针对如何提高大规模开放课程中同伴互评的效果这一问题,通过建立基于推荐机制的提高同伴互评效果的推荐模型,为学生作业分配较为合适的评阅人,从而达到优化同伴互评过程并提高学习者满意度的目的。