基于Petri网的协作学习序列建模

学习序列能够显示出学习者的学习过程和学习状态。收集学习者的学习序列并对其进行建模有助于发现学习者的学习障碍,并且对于分析学习者的学习绩效也是非常有帮助的。在小组协作学习过程中,学习者在小组中学习,学习序列能够为学习者的学习过程提供指导以帮助学习者达到学习目标。     

基于Web技术的计算机公共课网络教学平台的构建

根据目前计算机公共课遇到的一些问题,提出了基于Web技术的计算机公共课网络教学平台的构建,通过平台的使用,充分发挥了学生的自主学习的积极性,提高了教师的教学效果。     

基于GPRS的电力集抄系统多层架构研究

研究的基于GPRS的电力集抄系统,是使用GPRS技术实现对用户用电情况的远程监控与管理。整个系统由主站管理软件和硬件集抄终端产品两部分组成。主站软件实现对于安装在用户现场的集抄终端的管理,编制并下发抄收或负控计划,接收终端报警数据。集抄终端安装在用户现场,根据主站下发的管理方案进行用户电表的实时抄收、监测与管理。     

知识管理基础、产业竞争优势和创新能力——以中国和东盟信息技术上市公司为例

通过对影响信息技术产业竞争优势的关键因素及其关系进行研究,采用结构方程模型和改进的CNN卷积神经网络模型,对2010-2017年中国和东盟代表性国家的信息技术产业上市公司样本数据进行分析.研究发现产业中的创新环境、技术创新以及知识管理均对竞争优势具有正向的影响;同时技术创新在知识管理、创新环境与竞争优势之间起中介作用,知识管理在创新环境与竞争优势之间起中介作用;窗口期内中国和东盟国家信息技术产业创新能力呈现增长趋势,但总体水平仍偏低.据此提出政策建议:进一步激励信息技术创新,加强对我国创新环境以及知识管理的引导和支持,加强区域协作和优势产业互补,在资源互换、人员交流、业务培训上加强互动,推进产学研之间的高效协作,建立起多元、长效的交流合作机制,推动“信息丝绸之路”战略实施,助力中国-东盟自由贸易区的经贸发展.     

MI理论与远程自主学习环境构建

MI理论认为人类的智能是多元的,对智能结构的不同认识决定了人们对待＂另类智能者＂的基本态度.本文通过分析开放教育学生的智能结构,提出了有针对性地恢复学习信心、唤起内在的学习动机、改革评价模式等教学改革措施,对如何有效地建构和完善远程自主学习环境进行了有益的探索.     

谈如何激发学习语文的兴趣

传统的说教式教学模式，把原本丰富多彩的语文世界给掩盖了，只要我们能拉开这层屏障，借助多媒体辅助教学，巧妙导入课文，让学生自主互动地学习，就能让学生“乐在其中”，激发起他们的学习兴趣。     

教师主导与学生自主和谐统一——谈Blending Learning在高中英语教学设计中的应用

Blending Learning是“主导—主体”模式的深化,是网络时代高中英语教学设计和实施的新思路。教学实践证明,它符合英语教学规律,有利于提高英语教学质量和效率,有利于学生创造思维的发展,有利于实现教师主导和学生自主的和谐统一。     

Distributed Teaching Presence and Participants' Activity Profiles: a theoretical approach to the structural analysis of Asynchronous Learning Networks1

The rapid spread of learning networks based on asynchronous written communication — Asynchronous Learning Networks (ALNs) — makes it crucial to assess the possibilities offered by these new environments to facilitate and promote learning processes and learning outcomes. Our interest in this area is specifically directed towards the study of distributed teaching presence understood as the exercise of educational influence, i.e. as the help provided to each other participant in an ALN to promote individual and collective learning. We adopt a multi-method approach that integrates the structural analysis of presence (access and participation) and connectivity (reciprocity and responsiveness) with the content analysis of the participants’ contributions. This article focuses on structural analysis as a relevant and powerful tool for the study of collaborative learning in networking and asynchronous contexts. Its main objective is to show how a relevant and useful system of indicators and profiles, which identify and examine the distribution of educational influence in ALNs, can be constructed. We present the theoretical assumptions surrounding the concept of distributed teaching presence and illustrate the analysis with data from two didactic sequences in higher education. The results show that the structural analysis, when theoretically grounded and oriented, is a powerful tool for identifying different activity profiles related to different levels and modalities of the exercise of educational influence and for assessing the distributed teaching presence in learning networks. Finally, we discuss the benefits and constraints of this kind of analysis.     

网络课程中学习管理系统的设计与制作

本文以《房地产营销管理》网络课程设计与制作实践为个案，探讨如何将学习管理系统（LMS）应用于网络课程设计与制作中，预示着网络课程开发的新动向。     

The possibility and importance of postperspectival working

This article addresses the issue of the plurality of theories and perspectives in education research, and introduces postperspectival theory as a means to work with this plurality. Three pieces of research are discussed, all focusing on children’s learning of numbers, one taking a cognitivist perspective, the other two a more sociocultural perspective. Drawing on poststructuralist theory, the article addresses questions of how we make sense of research from multiple perspectives – in particular, how researchers might respond to apparent contradictions that arise when working across perspectives. A proposal for a means of working towards a synthesis of theory, using the example of children’s learning of number, is proposed. An argument is made that a postperspectival approach is first of all possible, and secondly an important tool in the construction in the development and application of educational theory.