文化再制中的教育公平——在现实与虚拟中跃迁的教育解读

文化再制不会因为虚拟世界的介入而销声匿迹,恰恰相反,对于在现实与虚拟中不 断跃迁的教育而言,文化再制策略将更隐蔽、更温和,也更容易以误认为前提被确认。教育公平 论域扩展的同时可能也是文化再生产扩展的继续,话语和话语权的复杂与不确定,主动参与式的 权力再生产,文化任意性的施加,都可能使教育公平以及与之相关的公共教育政策遭遇质疑,并 进而获得一种重新解读。     

社会叙事视角下的人工智能学习文化探究

当前学习文化领域对社会叙事研究的漠视,可能导致人工智能学习文化走向异化的深渊。基于此,文章首先分析了社会叙事视角下文化生成的一般原理,即在个体层面,社会叙事为人们提供了感悟生活境遇、理解新技术内涵的基础;在群体层面,建构集体记忆能够将个体的语言行为提升为广泛的文化现象。接着,文章从社会叙事的传播学、语言学、发生学三种生成机制,阐释了其对人工智能学习文化成型的推动作用。随后,文章揭示了社会叙事影响下人工智能学习文化在技术和文化方面蕴藏的潜在危机。最后,文章指出学习者可从技术工具、资源环境、学习方式和学习理念四个层面调整未来学习文化的基调,消解叙事泡沫的负面影响。文章的研究不仅能帮助学界厘清学习文化生成及其问题产生的社会根源,而且可以促进教育人工智能及其学习文化的合理发展。     

The satirical value of virtual worlds

Imaginary worlds have been devised by artists and commentators for centuries to focus satirical attention on society’s problems. The increasing sophistication of three‐dimensional graphics software is generating comparable ‘virtual worlds’ for educational usage. Can such worlds play a satirical role suggesting developments in distance education practice and policy? The article examines the emergence of Hinterlife, a cartoon world run by a disarmingly despotic academic known to the real world only by his virtual name, Professor Horace. This article suggests that a healthy dose of satire can help distance education to overcome the problems generated in difficult economic times.     

How to Do Things with Mouse Clicks: Applying Austin’s speech act theory to explain learning in virtual worlds

This article addresses learning in desktop virtual worlds where students role play for professional education. When students role play in such virtual worlds, they can learn some knowledge and skills that are useful in the physical world. However, existing learning theories do not provide a plausible explanation of how performing non-verbal virtual-world actions (e.g. performing a virtual chest examination in a virtual hospital) can lead to the learning of the physical world equivalent. Some theories are particularly implausible because they claim that students learn to perform physical world actions by acting on the virtual world in an embodied way. This is implausible because learning requires a high degree of correspondence between the learning performance and the target performance, and there is insufficient physical correspondence between the performance of a virtual-world action where students click on a mouse to make the avatar take actions and the physical-world equivalent where students perform the action with their own body. In this article, we use Austin’s speech act theory to provide a more plausible theory of learning in virtual worlds. We show how non-verbal virtual-world actions performed by avatars can function as performatives and as performatives, they can correspond sufficiently to physical world actions to explain how performing non-verbal virtual-world actions can lead to physical world learning.     

虚拟环境下英语学习模式的研究

近年来，随着因特网在我国的迅速发展，越来越多的人意识到了网络学习的重要性。教师被期望成为指导者和设计者，课堂则设计为以学生为中心。教师应具备在虚拟环境下英语自主、合作、探究式学习的足够知识。     

Purposive environments: Engaging students in the values and practices of history

Recent research on student learning has given close attention to how students experiences and actions are mediated by the whole university learning–teaching environment in which they find themselves. The current article pursues this focus on learning–teaching environments in two stages. Guided by socio-cultural perspectives on learning, the first part:

智能时代教育研究的认识论变革与方法论转变

文章对教育领域的"三个世界"及其智能虚拟映射进行了认识切割,在此基础上提出了三个新的智能虚拟世界:代表数字化教育事实和存在的世界一’、代表人工智能教育认识的世界二’、代表人工智能教育思想和知识库的世界三’。文章指出,这三个新的智能虚拟世界是教育领域的"三个世界"在人工智能环境下的智能虚拟映射,扩展了传统教育研究的本体论假设,进而导致认识论的全方位变革。此外,文章还从认识主体、研究对象、研究范式、推理思维、知识表征等五个方面的变化,阐明了教育研究的认识论变革所引发的方法论转变。文章的研究有助于理解智能时代教育的过程与本质,并为教育人工智能系统的设计、开发与应用提供理论依据。     

Scientific Habits of Mind in Virtual Worlds

In today’s increasingly “flat” world of globalization (Friedman 2005), the need for a scientifically literate citizenry has grown more urgent. Yet, by some measures, we have done a poor job at fostering scientific habits of mind in schools. Recent research on informal games-based learning indicates that such technologies and the communities they evoke may be one viable alternative—not as a substitute for teachers and classrooms, but as an alternative to textbooks and science labs. This paper presents empirical evidence about the potential of games for fostering scientific habits of mind. In particular, we examine the scientific habits of mind and dispositions that characterize online discussion forums of the massively multiplayer online game World of Warcraft. Eighty-six percent of the forum discussions were posts engaged in “social knowledge construction” rather than social banter. Over half of the posts evidenced systems based reasoning, one in ten evidenced model-based reasoning, and 65% displayed an evaluative epistemology in which knowledge is treated as an open-ended process of evaluation and argument.     

论机器学习

机器学习是一门人工智能的科学,同时也是实现人工智能的一个重要途径。相应地,机器学习的研究目的有两个:一是用于提高机器人的性能;二是从数据库中发现新的知识。机器学习的研究队伍可以分为两个科学共同体:一个群体用于分类算法的改进;另一个群体主要进行从事计算学习理论的分析。     

论机器学习

机器学习是一门人工智能的科学,同时也是实现人工智能的一个重要途径。相应地,机器学习的研究目的有两个：一是用于提高机器人的性能;二是从数据库中发现新的知识。机器学习的研究队伍可以分为两个科学共同体：一个群体用于分类算法的改进;另一个群体主要进行从事计算学习理论的分析。     

智适应学习系统的学习效果及其影响因素研究 ——基于2000—2020年60项实验与准实验研究的元分析

智适应学习系统究竟是否会对学习效果产生积极影响?哪些关键因素会影响智适应学习系统的学习效果?研究采用量化元分析的方法,对近20年来国际上有关智适应学习系统的学习效果的60项实验与准实验研究进行分析和评价.研究发现:(1)智适应学习系统提升学习效果的综合效应值为0.560,即智适应学习系统对学习具有中等程度的正向促进作用...     

The prospects for using the Internet in collaborative design education with China

The Internet has become widely available in higher educationinstitutions all over the world offering new possibilities incommunication, collaboration and delivery. This paper examines theprospects for using the Internet in the context of collaborative designeducation with China, using the School of Design of the Hong KongPolytechnic University as a case study. The critical success factors arediscussed. These involve serious investment of resources and changes atgovernment, institutional and personal levels on both sides of thecollaborative institutions. It is important to look into theinfrastructure and policy issues, access to information technology,curriculum adaptation and instructional design as well as staff andstudent attitudes in order to achieve the collaborative objectivesthrough an Internet supported strategy. Although the Internet is a costeffective delivery mechanism, the School does not intend to deliver itsdesign course materials to China purely online. Pedagogically, theSchool believes in a dynamic interaction between real and virtuallearning environments for quality student learning. Technically, thereare many impediments to overcome before teaching staff and students arefamiliar with the use of information technology and it will take sometime before most people in China can make full access of the Internet toconnect freely to electronic education. Therefore, a hybrid approach isproposed to train design educators and practitioners in Mainland Chinaby utilising traditional face-to-face teaching method and establishedtechnologies while developing the use of the Internetgradually.     

国际教育领域学习投入度研究的焦点与转向

文章以Web of Science数据库2010~2020年收录的学习投入度方面的1355条文献数据为样本,通过知识图谱进行可视化分析,探究国际教育领域学习投入度研究的焦点与未来转向,结果发现:国际教育领域学习投入度研究主要围绕学习投入度内涵分析和本质探索、学习投入度作用机制的实证研究、提升学习投入度的方式和路径探究、学习投入度的测量和评估四个焦点问题;随着学习科学、脑科学、智能技术等的兴起,学习投入度研究将转向寻求学习投入度研究的跨学科与本土化平衡、人工智能技术赋能学习投入度的研究、重视学习投入度多源数据分析及其影响因素研究等三个方面。研究有助于从整体上了解教育领域学习投入度的国际进展和前沿趋势,以期为我国教育领域的学习投入度创新发展提供参考。