开放勋章:在线识别和认证的新学习标准

2011年Mozilla公司推出开放勋章计划,目的是通过勋章为非正式环境下技能的获取找到一个可靠、稳定的认证模型。本研究首先对开放勋章进行了介绍,然后分别以Moodle、Cloudwors、Peer to Peer University为案例分析了其中的开放勋章系统。本研究最后探讨了开放勋章在在线教学和混合教学中的几点应用价值。     

Autoview多媒体课件插件在Moodle教学平台中的应用

Moodle是应用最广泛的开放源代码网络教学系统之一,其程序设计架构开放,大量的功能通过模块插件的形式来安装,易于扩展和使用。Autoview是一个支持Moodle系统的多媒体课件模块插件,用于实现在一个页面中集成教学视频和课程演示文稿的多媒体课件,该应用大大增强了Moodle系统的课件展示功能,从而使该平台具有更强的在线教学能力。此外,开源的Autoview具有良好的终端和平台兼容性,因此推广和普及Autoview多媒体课件有着重要意义。     

Autoview多媒体课件插件在Moodle教学平台中的应用

Moodle是应用最广泛的开放源代码网络教学系统之一,其程序设计架构开放,大量的功能通过模块插件的形式来安装,易于扩展和使用。Autoview是一个支持Moodle系统的多媒体课件模块插件,用于实现在一个页面中集成教学视频和课程演示文稿的多媒体课件,该应用大大增强了Moodle系统的课件展示功能,从而使该平台具有更强的在线教学能力。此外,开源的Autoview具有良好的终端和平台兼容性,因此推广和普及Autoview多媒体课件有着重要意义。     

利用Moodle平台提高实训课教学有效性的研究

本文首先分析了Moodle课程管理系统的特点,对Moodle平台进行了客观评价,其次利用实例探讨了Moodle环境下课程设计模式和方法,进行了网上教学分析和教学活动设计分析。最后与现在远程开放教育先行者电大在线平台进行比较。     

我国运用Moodle开展在线教学的现状及其对策

Moodle作为一个开放的、基于建构主义教育理论而开发的课程管理系统,在各国已有广泛应用.通过对我国运用Moodle开展在线教学的现状分析,探讨了其存在的问题并提出了相应的对策.     

基于Moodle的网络教学模式研究

Moodle是一个免费开放源代码的网络教学平台,是一个基于建构主义学习理论的课程管理系统,具有易安装、易使用及易管理等特点。分析了职业学校教学现状,给出了Moodle在职业学校应用的优点,探讨了Moodle网络教学模式。     

在中学信息技术教学中Moodle平台测验功能的思考与实现

信息网络化的飞速发展,促进了教育网络化的实现。Moodle作为一种开源的网络教学平台在教育网络化的背景下脱颖而出,自主、探索、协作等教学模式在Moodle教学平台中得到了充分的体现。在Moodle中进行自主学习的同时,为了更好地提高学习效率和巩固学习内容,测验成为整个自主学习过程中不可少的环节,尤其是Moodle中自带的在线同步测验功能。文章主要就网络环境中开展自主学习时对在线同步测验功能的一些思考和实现进行阐述,此功能能快速清楚地对学生测验的结果进行反馈、分析和评价,强调学生的主动参与,培养学生自主学习的能力,为学生提供了一个充分开放的体验环境,以期实现学生的自主学习,充分发挥计算机网络在教育中的作用。     

MOOCs在成人远程教育中的模式研究与实践

电大开放教育在线学习平台完成了十几年应用发展的生命周期,随着我国成人远程教育由粗放式进入内涵式发展阶段,新型的开放大学推出了以Moodle为模型的开放大学MOOCs。面对c MOOCs、x MOOCs等新兴的远程教学模式,开放大学MOOCs应该如何应对?通过对三种MOOCs进行对比分析,以山东广播电视大学Moodle平台的教学实践为例,构建相应的教学策略,吸收c MOOCs、x MOOCs的优势,以学习者为中心的开放大学的远程教学模式为目的,最后给出教学策略应用结果分析。     

在中学信息技术教学中Moodle平台测验功能的思考与实现

信息网络化的飞速发展,促进了教育网络化的实现。Moodle作为一种开源的网络教学平台在教育网络化的背景下脱颖而出,自主、探索、协作等教学模式在Moodle教学平台中得到了充分的体现。在Moodle中进行自主学习的同时,为了更好地提高学习效率和巩固学习内容,测验成为整个自主学习过程中不可少的环节,尤其是Moodle中自带的在线同步测验功能。文章主要就网络环境中开展自主学习时对在线同步测验功能的一些思考和实现进行阐述,此功能能快速清楚地对学生测验的结果进行反馈、分析和评价,强调学生的主动参与,培养学生自主学习的能力,为学生提供了一个充分开放的体验环境．以期实现学生的自主荤习．充分发挥计算机网络在教育中的作用．     

基于设计的研究范式在“计算机组装与维护”实验课中应用

基于设计的研究作为一种研究范式,通过迭代式的设计将理论与实践连接起来。应用这一研究范式对Moodle环境下基于问题的虚拟实验进行教学设计、开发与应用进行研究,以"计算机组装与维护"实验课为例,总结了Moodle平台上的在场与在线的混合式教学应用策略。     

An exploration of the utility of digital badging in higher education settings

The use of digital badges is a trend in today’s education and professional settings. We conducted an exploration to see how badges are being used in higher education. Digital badges and more specifically, open badges, are used in a multitude of learning contexts and serve many purposes. This study conducted interviews with individuals leading digital badge initiatives in higher education institutions. Our findings suggest that badges awarded for participation are valued less meaningful than skill-based badges. For skill-based badges, evidence of mastery must be associated with the badge along with the evaluation criteria. Badge purpose, transferability, and learning objectives were noted as the top priorities when implementing badge offerings in higher education contexts.     

电子徽章规范：MozillaOpenBadgs解读

电子徽章是近两年伴随开放资源运动、大规模在线开放课程等新型学习资源和学习模式出现的一种新型学习评估认证方式,具有高度的灵活性,可满足各类学习方式的需要,有助于弥补传统评价方式的不足。但是在电子徽章应用的初期,各种组织都在开发和应用自己的徽章体系,由此造成了徽章种类繁多、形状不确定以及采用标准不统一等问题,使得电子徽章的可信度和可用度降低,推广和应用变得困难。为解决这些问题,美国开源软件组织Mozilla基金会启动了OpenBadge项目．以提供一个规范化的电子徽章创建、发布和认证技术架构（OBI）。OBI架构分为徽章获得者、发布人、展示者三类角色,主要包括元数据规范、APIs、认证框架和徽章背包等模块。利用OBI,任何学习者都可以从多个来源收集徽章,并统一保存和管理;徽章发行者和展示者也可以通过标准化的API、元数据规范以及统一的身份认证机制,制作和展示徽章。虽然OBI的开放标准取得了电子徽章方面很大的市场份额,但是在可信度、可靠性v＇A及可验证性等方面还需要继续完善。未来的OBI将会在徽章展示、权限、接1：2等方面进行优化,使其更贴近实际应用。     

Are There Jewish Digital Badges?: A Study of Religious Middle- and High-School Girls’ Perception of an Emerging Educational Technology-Based Assessment

For Jewish education, digital badges can provide an alternative to traditional assessments. However, the emerging research on badges suggests a complex relationship between learning opportunities, the learner, and the design of the badge. An investigation of a digital badge system at an ultra-Orthodox Jewish middle and high school for girls reveals new findings on digital badges as well as how badges can be used in Jewish education. Qualitative analysis of student interviews details how badges can motivate, provide feedback, and serve as credentials in Jewish educational organizations. This research answers whether digital badges are Jewish.     

What's in It for Me? Incentives,Learning, and Completion in Massive Open Online Courses

This study investigated the distribution of incentives (e.g., certificates, badges) for massive open online course (MOOC) completion, and relationships between incentives and MOOC outcomes. Participants were 779 MOOC students internationally who participated in at least 303 different MOOCs offered by at least 12 providers. MOOC participants most commonly intended to receive, and in actuality received, free and paid course certificates of completion; other incentives (e.g., digital badges, postsecondary credits) were far less common. In addition, MOOC participants' intentions to receive both free and paid certificates were consistently and positively related to perceived learning and course completion, net other factors. (Keywords: massive open online courses, MOOCs, motivation, incentives, microcredentials, certificates of completion)     

Are badges useful in education?: it depends upon the type of badge and expertise of learner

Educational Badges are touted as an alternative assessment that can increase learner motivation. We considered two distinct models for educational badges; merit badges and videogame achievements. To begin unpacking the relationship between badges and motivation, we conducted a study using badges within an intelligent-tutor system for teaching applied mathematics to middle-school students. Our findings indicate that badge earning could be driven by learner motivations and that systems with badges could have a positive effect on critical learner motivations. However, badge acquisition patterns were different across learners with different levels of prior knowledge. Different badge types also affected different learners motivation. Additionally, we believe that our findings are compatible with the research finding that extrinsic motivators have a negative influence on learning. The implication for educational badge designers is that they must consider the ability and motivations of learners when choosing what badges to include in their curricula. We believe our findings exist as one piece of the large research base needed to understand educational badges.     

Engaging undergraduate students in a co-curricular digital badging platform

Digital badging continues to garner attention in the educational community. What remains to be seen is how badging will interact with traditional curricular elements. While concerns have been raised about using badges as extrinsic motivators in coursework, there are alternate areas of application for digital badging. Badges may actually serve to motivate and empower student learning and engagement outside of the formal curriculum. This action research was conducted to guide the implementation of a badging system at Maranatha Baptist University. It explores the concept of using digital badges as a platform for recognizing learning experiences in co-curricular education. More specifically, it seeks to determine how to best optimize a co-curricular digital badging system for maximum student engagement through a combination of extrinsic and intrinsic motivators. Student focus groups were used with a mixed-methods methodology of collecting data on potential student interest and involvement in a digital badging environment. The quantitative portion compares intrinsic vs. extrinsic motivations for participating, while the qualitative section consists of a coded analysis of student discussion of co-curricular digital badging.     

An overview of game-based learning in building services engineering education

To ensure proper competence development and short graduation times for engineering students, it is essential that the study motivation is encouraged by new learning methods. In game-based learning, the learner's engagement is increased and learning is made meaningful by applying game-like features such as competition and rewarding through virtual promotions or achievement badges. In this paper, the state of the art of game-based learning in building services engineering education at university level is reviewed and discussed. A systematic literature review indicates that educational games have been reported in the field of related disciplines, such as mechanical and civil engineering. The development of system-level educational games that realistically simulate work life in building services engineering is still in its infancy. Novel rewarding practices and more comprehensive approaches entailing the state-of-the-art information tools such as building information modelling, geographic information systems, building management systems and augmented reality are needed in the future.     

Can digital badges strengthen religious ethnic-cultural identity in a religious education setting?

ABSTRACT

Through interviews with student participants and evidence submitted to earn digital badges, a number of indicators suggest that a religious school’s digital badges can provide opportunity to strengthen religious identity. In particular, student interviews and evidence supplied for the completion of learning objectives for digital badges indicate increases of religious salience (compared to secular practices), religious commitment within a community, and self-esteem based on religious identity. Recommendations are made for ongoing and future religious badge implementations on how to strengthen religious identity while meeting the requirements of authentic, quality assessments.     

Applying learning and instructional strategies in open and distance learning

This paper is about the application of learning and instructional strategies in open and distance learning settings. First, a brief comment is made on the nature of open and distance learning and also teaching and learning in such settings. This is followed by a brief discussion of the impacts of particular types of learning and instructional strategics on learning. A framework is presented for applying learning and instructional strategies in open and distance learning contexts, and the translation of this framework into an instructional transaction that offers a generic plan for developing instruction.

This is, therefore, a conceptual paper. It discusses a theoretical framework for applying learning and instructional strategies that is currently being implemented in the design and development of instruction for an on‐line (electronic) teaching‐learning environment. The results of that implementation will be reported at a later date.     

Tutoring online tutors: Using digital badges to encourage the development of online tutoring skills

Online tutors play a critical role in e‐learning and need to have an appropriate set of skills in addition to subject matter expertise. This paper explores how digital badges can be used to encourage the development of online tutoring skills. Based on previous research, we defined three digital badges, which are examples of essential tutoring skills. These skills were self‐assessed during two weeks by online tutors in K‐12 mathematics, who also wrote a self‐reflection based on their experience. The digital badges motivated tutors to reflect on online tutoring practices. The tutors described that they gained a more detailed understanding of the tutoring process when continuously analyzing ongoing conversations. However, it was a challenge for the tutors to balance the private activity, reflection on tutoring skills, and the social activity, communication with the K‐12 students. It is essential to take into account when tutors will have time to reflect, for example, by scheduling time for reflection or enabling opportunities for reflection that is flexible in time. A challenge for further research is to better understand the potential benefits of different types of badges.