“自带设备”在研究生学习中的应用情况调查与分析--以华南师范大学为例

通讯技术的快速发展和移动设备的日益普及使得越来越多的高校学生拥有了个人的数字化移动终端。BYOD （Bring your own device）即自带设备,作为一种新型的信息服务方式,允许学生使用自己的技术设备来进行课堂学习,这无疑能加速我国教育信息化的进程。通过自主编制调查问卷（包括BYOD准备情况、BYOD应用情况以及BYOD所面临的问题）以及对华南师范大学在校研究生的实地调查发现：研究生利用BYOD开展学习的整体准备情况欠佳,虽然在研究生学习中已经开始在应用BYOD,但却面临着诸多问题。同时,不同性别的学生对BYOD准备情况存在明显差异,年级的不同与BYOD的应用情况明显相关,不同年级与不同性别之间对BYOD所面临的问题无明显差异。     

开拓应用创新移动门户

移动宽带互联网的时代已经到来,移动终端的数量已经超过有线终端,移动互连的需求日益增大,随着无线网络建设在校园网的不断发展和数字化校园应用系统的持续建设,校园移动终端应用已经逐步形成数字校园的应用趋势。城市热点结合10余年与广大高校的合作经验,推出了支持iOS、Android等业界主流移动操作系统的客户端,将移动门户、校园认证、资讯发布、内部信息交互多种应用融为一体,实现智慧校园的跨越式发展。     

无线网络 移动PC

数字教育已经成为近几年各高校基础建设的重点。一般来说,数字教育建设包括数字化信息终端、数字校园、数字图书馆、校务管理信息系统等几大软、硬件平台建设。其中,数字化信息终端、数字校园作为数字教育的基础设施受到了各校重视,成为校园信息化建设的重中之重。 国内知名移动计算产品和解决方案提供商福日认为,在以倍速竞争的社会里,只有把握技术和时代的发展方向,顺应潮流,才能满足用户对信息化日益增长的种种需求。因此,福日抓住移动计算这一未来计算终端的发展方向,强调产品的移动性、便携性,并围绕这一发展方向,先后推出笔记本、移动PC、“福日GWN”无线宽带解决方案等产品和方案。其中,移     

智慧教育理念下基于BYOD的一对一教学模式研究

随着智能手机、平板电脑、笔记本电脑等自带设备的不断普及,许多学校已经开始提倡甚至鼓励学生携带自带设备进课堂。这不仅促进了信息技术与教学的深度融合,还促进了教育信息化的发展。本文在智慧教育理念下,充分调研师生通过BYOD开展学习的状况;搭建基于BYOD的一对一数字化学习环境;构建具有信息资源多样性和情境整合性等特征的基于BYOD的一对一数字化教学与学习模式。其实质在于转变师生在教学资源建设与应用中的角色,实现BYOD与教育教学的有效融合,从而优化教学效果。     

大数据时代高校智慧校园建设研究

大数据时代要求人们对生活、工作、思维方式进行变革。随着科技的发展,高校信息化建设已迈入大数据时代,高校信息化校园建设也从数字化校园发展为智慧校园建设。智慧校园涉及到大数据、云计算、物联网、移动互联等新技术,包含大数据共享与交换平台、统一身份管理与认证、一站式个性化综合管理服务系统、移动智慧校园以及安全设计等内容,对智慧校园总体架构进行设计,对大数据平台进行了描述。智慧校园建设将给学校教育教学方式带来深刻变革。     

终端安全管理系统在企业中的应用

近年来,我国信息安全形势正变得日益严峻,企业日常运营中内网终端的安全管理工作存在诸多问题,这些问题的产生给企业带来了巨大的安全隐患,严重威胁企业的稳定发展。为此,对企业内网安全管理现状进行阐述,并对企业中的终端安全管理系统体系进行深入分析,探讨终端安全管理系统在企业中的功能应用,以期为企业在内网安全管理工作中更好地保障终端安全,进一步增强企业安全管理能力。     

谈数字化校园信息网络安全发展策略

随着数字化校园的到来,校园网络的应用不断提升,学校对校园信息网络的依赖性也越强,伴之而来的信息安全威胁在不断增加.分析数字化校园信息网络面临的主要安全威胁,阐述数字化校园信息网络安全现状策略,并提出相应的不足之处,在此基础上提出建立安全区域、设备和安全设备联动,功能融合、基于主动防御、提供终端安全保护能力的校园信息网络安全发展策略.     

移动终端进课堂:价值、挑战与应对策略

作为"互联网+"时代不可或缺的硬件设备,移动终端在课堂教学中应用的必要性及适当性已成为信息化校园建设过程中不可回避的研究主题。文章在明确移动终端进入课堂教学的必要性的基础上,指出移动终端在课堂教学中的应用价值、功能与形式,提出移动终端为课堂教学带来了师生交互方式、内容呈现形式及阅读行为等方面的挑战,建议在移动终端进入课堂教学的过程中,要处理好中心与边缘、"有语"与"无语"、现实与虚拟、"读纸"与"读屏"等四对关系。     

基于Android的校园学生信息服务APP开发

随着互联网科技的快速发展和人们生活水平的提高,移动终端应用越来越普及。与传统互联网平台相比,移动终端有利于信息集中化管理,其带来的便携性、时效性、个性化是其它工具无法媲美的。针对校园信息服务APP需求,采用移动通信技术和Android开发平台,对应用平台总体框架进行了规划,重点研究了系统实现中涉及的几个关键技术,实现了登陆、注册、招聘信息、活动信息、课程安排、学校新闻、分享等功能,提高了学校信息化管理运行效率与层次,加快了数字化校园建设步伐。     

浅谈高校一卡通系统的安全设计——以宿迁学院一卡通系统建设为例

一卡通系统是高校数字化校园建设的重要基础平台之一,在一卡通系统的设计、部署和实施中,安全性是首要考虑问题。基于此从介质及终端、网络安全、第三方接口安全、软件安全、系统数据库安全、数据容灾等六个方面对校园一卡通系统的安全性进行设计,以期进一步推进数字化校园建设。     

大数据时代基于BYOD的高校学生阅读行为研究

移动互联网大数据时代基于BYOD(自带设备)的高校学生阅读行为发生了翻天覆地的变化,BYOD阅读服务提供者、高校师生都有必要了解高校学生阅读行为的发生变化的情况,才能知道怎样根据内容开发相应的阅读服务;才能引进更好的阅读设备,激发学生的阅读兴趣,吸引更多的学生参与阅读,让学生热爱阅读,养成良好的阅读习惯。     

Risky business: Students and smartphones

The increase in smartphone adoption has been no less than astounding. Unfortunately, the explosive growth has been accompanied by a rash of security problems. A contributing factor to the growing security problem is a lack of education, training, and awareness. In addition, “bring your own device” (BYOD) policies often leave security responsibilities to the competencies of device owners, which compromises security. Today’s students are tomorrow’s employees with responsibilities for protecting their work environment. They need to understand and practice a full-range of mobile security practices so that they can safely access the information assets of their organizations. If students are not engaging in such practices, educational institutions have a responsibility to ensure that students understand how to keep information assets secure. This paper investigates the smartphone security practices of undergraduate college students. Five hundred students in business classes at a regional public university were surveyed to determine their use of recommended smartphone security practices. The study found that many smartphone users did employ some security measures, but a high percentage of them were ignoring potential risks. This suggests a need for increased education, training, and awareness.     

关于校园网络安全问题的探讨与实践

随着网络应用的深入,校园网面临的攻击呈等比增加,各种各样的安全问题正在考验着校园网,而师生对网络性能的要求也不断提高,所以校园网络的安全问题越来越被人们重视。山西广播影视学院校园网络安全维护重点在硬件设备的安全、数据的安全性、环境的安全性等方面加强管理,以保证整个校园网络的安全。     

Are academics ready for smart learning?

Ownership of smartphones and tablets among the student population is growing. Students are using their devices to support their learning. Employers and employees are increasingly bringing their own smart devices into private and public organisations to support their business. This is leading to employees driving the Bring Your Own Device (BYOD) agenda in organisations. It is not clear the extent to which academics are embracing smart technology to manage their workload or to enhance the student experience of learning. This paper presents a qualitative study of how engineering academics are using their own BYOD or institutionally provided smart devices. A 6Cs (connect, communicate, collaborate, curate, create and coordinate) framework has been used to analyse the results. The findings indicate that academics are primarily using devices to create materials, second to coordinate their work and third to communicate with students about their learning. However, there are a number of inhibiting and enabling factors that need to be addressed by academic institutions to develop the effective adoption of smart technologies for academic practice. Infrastructure, including developing widespread access to WiFi, and the prioritisation of opportunities to support staff to learn how to apply the technology to enhance student learning and experience are key areas of necessary development.     

Clickers in the flipped classroom: bring your own device (BYOD) to promote student learning

Flipped classrooms continue to grow in popularity across all levels of education. Following this pedagogical trend, the present study aimed to enhance the face-to-face instruction in flipped classrooms with the use of clickers. A game-like clicker application was implemented through a bring your own device (BYOD) model to gamify classroom dynamics in the spirit of question-and-answer competitions. A series of flipped learning lessons were created for the study, with clickers integrated into question-and-answer activities associated with each of the lessons as formative assessments to assist students in the learning of English as a foreign language. In this quasi-experimental research, the data were gathered using a summative assessment, a perception survey, and individual interviews. The collected data were then analyzed to compare the students’ flipped learning experiences, with or without clicker use. The results indicated that the gamified use of clickers had positive influences on student learning, with regard to their performance, perceptions, and preferences. This study thus suggests that the emerging generation of clicker technology allows for a cost-effective BYOD integration model in flipped classrooms, through which it is possible to seamlessly bridge pre-class and in-class activities and to effectively promote student learning.     

图书馆电子资源提供校外访问安全问题研究

在丰富的校园电子资源中,图书馆电子资源占有举足轻重的地位,但是由于知识产权保护的需要,其中大部分电子资源是限制访问的,文章针对校园网外合法用户访问图书馆电子资源的安全问题,提出了一些看法。     

谈校园网络的安全管理

校园网的建设和应用,使学校实现了管理网络化和教学手段现代化.但也使校园网面临着不良信息的传播、病毒入侵、数据泄露、恶意破坏、口令入侵等诸多威胁,对此,笔者根据多年的工作经验深入分析了校园网存在的安全问题,提出了校园网安全的若干对策,提出了校园网安全规划的思想以及管理与技术并重的安全策略.     

Integrating Various Apps on BYOD (Bring Your Own Device) into Seamless Inquiry-Based Learning to Enhance Primary Students’ Science Learning

Despite that BYOD (Bring Your Own Device) technology model has been increasingly adopted in education, few studies have been reported on how to integrate various apps on BYOD into inquiry-based pedagogical practices in primary schools. This article reports a case study, examining what apps on BYOD can help students enhance their science learning, and how students develop their science knowledge in a seamless inquiry-based learning environment supported by these apps. A variety of qualitative data were collected and analyzed. The findings show that the affordances of the apps on BYOD could help students improve their science knowledge without time and place constraints and gain a better sense of ownership in learning.     

The agencement of taskification: On new forms of reading and writing in BYOD schools

Abstract

The proliferation of digital devices in educational settings has contributed to the decentralization of knowledge from teachers and established textbooks to fluid online personalized resources, and from blackboards as spaces of materialization of this knowledge to personal screens. In this new constellation, school practices such as reading, writing and note-taking take new forms. How are these practices reconfigured when centered around mobile digital devices? In this paper, we investigate routine lesson practices of a Bring Your Own Device (BYOD) school by means of an ethnographic observation. Adopting the term agencement as a heuristic device, we explore what practices are being constituted and how they are always in connection with one another. Moreover, we show that by practicing they produce different forms of action. We argue that in such a hybrid constellation, tasks find a different status beyond isolated and self-contained units for enhancing learning in different lessons. We introduce task-agencement, through which the task always entails a process of taskification that formats BYOD schools. With taskification, we mean that the task-agencement expands the domain in which tasks not only influence the organization and structure of lessons, but equally the very organization of the BYOD school by enacting a particular form of schooling. Finally, we propose a taskified form as a form of BYOD schooling that templates and formats how practices such as reading and writing, contextualization and introduction of the lesson are conducted.     

谈高校保卫工作中的行政处分与思想教育

行政处分与思想教育相结合是高校保卫工作中常抓不懈的工作，我们不仅要用行政处分使违法违纪者受到惩处，而且要造思想教育切中要害，使其认识到处分的目的是维护包括自身利益在内的整体利益；认识到违法违纪的危害性，从而培养起自觉遵纪守法的意识，达到预防违纪违法、维护校园治安稳定的目的。