致力于素养培育的深度学习:理念与模式

作为教育转型目标的核心素养应和了学习学术教育理念的新境界,开启了致力于素养培育的深度学习研究新思路。学习科学对深度学习的无限探索触碰了教学理念与课堂结构的敏感神经,核心素养催生了深度学习的内涵重构,学习学术奠基了深度学习的模式变革,最终缔造了核心素养与学习学术得以实现的完美路径。同时,也为破解核心素养、学习学术与深度学习如何与学生的课堂学习达到共生提供了新视角。     

台湾地区数字化学习发展对大学教学过程影响之探析

随着信息化社会的发展,台湾地区的大学在相关政策推动下导入数字化学习,对传统教学过程产生了影响。主要表现在学习环境时空限制的解除、教学模式的创新、学习评量的多元化、学习者的学习自主性及学习成效的提升。另外,师生关系的改变、网络职能与道德的提升也是不可忽略的。     

面向学习者的开放大学数字化学习环境建设的实践研究——以马鞍山电大的信息技术应用为例

面向学习者,是开放大学的数字化学习环境建设的必然要求。基层电大要成功实现向开放大学的转型,就必须转变办学和管理模式,遵循学习型城市建设思路,充分运用现代信息技术手段,发展数字化学习支持服务体系,建设面向学习者的开放式学习环境,为当地的求学者提供资源丰富、服务统一、成本低廉的学习支持服务,为本地全民学习、终身学习提供支持服务。     

数字化学习服务于学习型城市建设的思考

随着信息技术的普及与发展,数字化学习已经成为成人教育的重要学习方式,成为推进学习型城市建设的重要力量。世界各地陆续开展了利用数字化学习推进学习型城市建设的实践,英国的城市学习网络项目、欧盟的“全民伊拉斯谟”计划等,其经验对推进我国学习型城市建设具有重要的借鉴意义。     

Digital Media for Low-Income Preschoolers' Effective Science Learning: A Study of iPad Instructions with a Social Development Approach

As digital media devices have been increasingly used in early childhood educational settings, this study examined whether the iPad with a Vygotskian social development approach—namely, More Knowledgeable Other—can be integrated into low-income preschool classrooms to improve science learning. An analysis of variance was used to examine the overall improvement and differences in improvement among English language learners, children with special needs, and children without special needs or English language learner status. Results showed that all participants improved their science learning abilities as a consequence of the iPad instruction. Among all groups, English language learner children benefitted more than the other groups, but only with a game that had less verbal directions. There were no significant differences by gender.     

现代远程教育与数字图书馆的发展

现代远程教育具有教学层次多样性、技术先进性、学习自主性、资源共享性等特征。现代远程教育给数字图书馆的发展带来机遇和挑战。它不仅使馆藏资源数字化、共享化,存取网络化、虚拟化,而且对图书馆员提出更高的要求。为此图书馆员应努力提高自身素质,充分发挥图书馆的教育职能,建设开发好信息资源数据库,为用户提供智能检索服务,为远程教育的发展提供更有力的保障。     

继续教育发展与数字化学习的若干思考

本文在简析数字化学习和继续教育发展的历史、现状和趋势基础上,阐释了数字化学习特点和优势及其对继续教育发展的可能影响,从数字化学习与继续教育发展的契合点中,提出若干问题与对策。     

基于工作过程为导向的中职英语学习情境设计

职业教育的目标是以就业为导向的,强调的是以能力为本位,基于工作过程为导向的课程改革顺应了这些要求,在满足社会需求的同时重视人的个性需求。本文从通过对学习情境的具体设计过程,说明了工作过程系统化课程设计的方法、步骤和结构形式。     

继续教育发展与数字化学习的若干思考

本文在简析数字化学习和继续教育发展的历史、现状和趋势基础上,阐示数字化学习特点和优势,及其对继续教育发展的可能影响,从数字化学习与继续教育发展的契合点中,提出若干问题与对策。     

“工学结合”中的创新学生管理研究

在＂工学结合＂教育深化进程中,在教学改革的研讨之外,坚守高校思想教育阵地的辅导员们,如何在＂工学结合＂中做好做实学生的管理工作,也是值得关注的方面,文章认为可以从制度、心理、服务方式等方面进行创新,以便高效地服务＂工学结合＂。     

摆正开放教育试点工作与课题研究的关系

本文结合电大“人才培养模式改革和开放教育试点”课题研究工作,论述了新形势下电大教师面临的新任务,分析了开放教育试点与课题研究相结合的必要性和重要性,探讨了科研与教学和管理之间的辩证关系,对于深化电大教学改革、推动电大科研工作具有重要的指导意义。     

基于工作过程的“接发列车”学习情境设计研究

基于工作过程的“接发列车”学习情境设计应依据列车学习情境的设计原则,创设以车站联锁设备及区间闭塞设备为载体的接发列车学习情境,融入车站值班员岗位职业资格标准的学习情境和学习内容,以接发列车作业组织过程为依据设计行动导向教学组织模式,建立以过程评价为主的学业评价体系。     

SWOT Criteria for the Strategic Evaluation of Work Integrated Learning Projects

Abstract

Work integrated learning (WIL) is an integral part of the curriculum in higher education institutions (HEIs). WIL project leaders require a strategy to evaluate the success of WIL projects. This article reports on the evaluation criteria used in assessing the strengths, weaknesses, opportunities and threats (SWOT) identified in WIL projects. This multi-qualitative research was conducted to determine and confirm the SWOT criteria deemed significant for WIL project evaluation. Feedback was collated from 12 WIL specialists, representing the major HEIs in South Africa. The Delphi technique and inductive content analysis formed the basis of the research method. The key finding revealed that the strengths of WIL projects should be evaluated by measuring how well the WIL project maintains a competitive advantage and has a strong financial budget. Major weaknesses of WIL projects are a lack of strategic direction and the HEI’s lack of sound academic offerings and reputation.     

Lifelong Learning in Social Work Education: A Review of the Literature and Implications for the Future

Social workers practice in rapidly changing and complex environments where they encounter challenges that include increasing evidence-based practice requirements, a shifting information landscape, and diminishing workplace resources. To address these challenges, social workers need to engage in lifelong learning. The purpose of this article is to explore conceptual elements and assumptions underlying lifelong learning; propose social work specific approaches to lifelong learning; present a conceptual model to orient social work educators to the possibilities inherent in lifelong learning for practice, with inclusion of suggested practice behavior; and offer a research agenda for practice.     

Supporting Self-Regulated Learning With Digital Media Using Motivational Regulation and Metacognitive Prompts

Studying with digital media, learners often struggle because of inadequate self-regulation. Previous research presented clear evidence of metacognitive prompts being effective in supporting learning with digital media. This study examines the potential of motivational regulation prompts, which are assumed to additionally support self-regulated learning. During a 50-minute learning session in a digital media learning environment, 215 university students received either no prompts, only metacognitive prompts, only motivational regulation prompts, or both types of prompts. Task value, metacognitive control, task-related learning activities, and knowledge were assessed at a pretest, posttest, and follow-up. The results replicated known positive effects of metacognitive prompts and revealed additional supportive effects of motivational regulation prompts on all dependent variables. Path modeling of the experimentally induced changes was in line with a theoretical model specifying proximal and distal effects of both prompts. Altogether, this indicates that especially motivational regulation prompts could be an effective scaffold to support SRL with digital media.     

基于工作过程的《机械制造技术基础》课程探索

分析了基于工作过程的课程特点,以《机械制造技术基础》课程为例,讨论了课程教学目标的确定、教学内容的选择、学习情境的设计和教学的具体实施,并指出了基于工作过程课程改革的难点。     

国外酒店专业工学结合模式经验及借鉴

工学结合是酒店专业学习的重要组成部分,国外学者在酒店专业领域实施工学结合的教学方式,取得了一定的经验和研究成果,尤其是例如"影子管理者","地区性实习"和"综合性实习"几种新模式,值得推广和借鉴。     

真实理念下的职业教育工学结合课程评价

真实理念的职业教育工学结合课程评价目的是促进学生发展,促进教师提高,促进课程改进;课程评价的内容着重评价原则,评价要素,评价标准的制定;课程评价的实施注重评价类型的确定,评价方法的选择和评价的处理。     

An Introduction: Reimagining Social Work Education for the Digital Age

ABSTRACT

Despite the recent publication of a number of articles, along with current presentations at professional conferences, and a scholarly text all on the topic of distance learning and online social work education, many believe that the subject has not received the level of recognition among academics in our profession that it needs and deserves. This Introduction to a special double issue of a prominent peer-reviewed journal serves to welcome the reader to the contents of the seventeen articles that follow, and to provide both an overview and conceptual framework for the special issue as a whole. Underscoring both the opportunities and quandaries, support and resistance, most of the authors would appear to conclude that social work educators must rapidly become more agile in embracing the unique opportunities presented by the technology that we now have at hand.