学习科学与教育政策——2011计算机支持的协作学习国际会议回顾

2011计算机支持的协作学习国际会议于2011年7月在香港举行。此次会议的主题是计算机支持协作学习的研究与教育政策和实践的链接,旨在促进CSCL研究对各级正规和非正规教育领域的政策和实践带来新启示。会议集中了全球学习科学、教育技术与协作学习领域的前沿科学家,是一次有关学习科学的盛会。除了在香港的研讨会,本次会议还增设了在广州、上海和北京的连锁会,因此在大陆也吸引了不少学者参与。作为2011CSCL会议的前奏,主办方在香港举行了一个小型的全球教育政策论坛,20位成员之中,一半是前沿的学习科学研究人员,另一半则是各国际机构的教育政策领军人物,他们就教育的微观与宏观研究,做了别开生面的对话。我们相信,有关学习科学的研究,必将成为教育领域的基础研究。     

在《C程序设计》教学中引入ACM/ICPC的学习模式

《C程序设计》已经成为很多高等院校中计算机专业的一门必修课程,它将成为学生走上工作岗位后一种非常有用的工具,也会成为学生学习其它计算机语言的基础。本文通过引入ACM/ICPC的竞赛方式,培养学生的主动式学习、竞争式学习和协作式学习模式,同时培养学生的创造性思维模式。     

Experiential learning in doctoral training programmes: fostering personal epistemology through collaboration

There has been increasing recognition for the need to reform doctoral training practices to foster students’ personal epistemology. This study describes the design and evaluation of a learning experience designed to help students understand the scholarly publication process. Firstly, this study discusses the design of the learning experience, describing the collaborative process of writing an interdisciplinary publication using both online and face-to-face learning. Secondly, this study evaluates the effectiveness of the learning experience by examining students’ reflections. We show that participation in the learning experience helped students to develop their academic writing proficiency, collaboration and teamwork, intercultural competence, and ability to engage in reflective practice. Importantly, we show that each student also created more individualised knowledge, gaining insight into how they and others think. This study, therefore, demonstrates that personal epistemology can be fostered through collaboration in a doctoral writing group context.     

Assessing collaborative learning: big data,analytics and university futures

Assessment in higher education has focused on the performance of individual students. This focus has been a practical as well as an epistemic one: methods of assessment are constrained by the technology of the day, and in the past they required the completion by individuals under controlled conditions of set-piece academic exercises. Recent advances in learning analytics, drawing upon vast sets of digitally stored student activity data, open new practical and epistemic possibilities for assessment, and carry the potential to transform higher education. It is becoming practicable to assess the individual and collective performance of team members working on complex projects that closely simulate the professional contexts that graduates will encounter. In addition to academic knowledge, this authentic assessment can include a diverse range of personal qualities and dispositions that are key to the computer-supported cooperative working of professionals in the knowledge economy. This paper explores the implications of such opportunities for the purpose and practices of assessment in higher education, as universities adapt their institutional missions to address twenty-first century needs. The paper concludes with a strong recommendation for university leaders to deploy analytics to support and evaluate the collaborative learning of students working in realistic contexts.     

高职院校《绿色餐饮管理》课程优化设计研究

文章以高职院校《绿色餐饮管理》课程教学为例,分析传统教学中存在的问题,结合协同创新背景下现代餐饮业的发展趋势与人才培养要求,对课程优化设计提出建议,改善课程教学效果,为餐饮业培养更多优秀的储备人才。     

一种有效缓解数据稀疏问题的协同过滤推荐算法

传统协同过滤推荐算法依据共同评分项目计算用户相似度, 进而产生推荐项目。然而, 随着用户和商品数量的不断增加, 用户共同评分的项目会越来越少, 甚至没有, 因此传统协同过滤推荐算法对用户之间相似度的衡量将会越来越不准确, 从而影响推荐系统的性能。针对这一问题, 本文对用户相似度的计算方法进行了改进, 提出直接相似度和间接相似度的概念, 同时引入关键人物权重, 进一步提高推荐系统的准确性。     

DISCUSSION, COLLABORATIVE KNOWLEDGE WORK AND EPISTEMIC FLUENCY

ABSTRACT:   This paper argues for an action-oriented conception of learning in higher education: one which marries higher order learning (coming to understand) with apprenticeship in knowledge work. It introduces epistemic tasks, forms and fluency as constructs that are useful in giving a more precise meaning to ideas about collaboration in knowledge construction. Discussion is seen as central to collaborative knowledge work and we examine the role of discussion in supporting weaker and stronger interpretations of collaborative knowledge construction.     

不连续创新模式下企业协同价值创造策略研究

制造类大企业与技术型小企业协同价值创造策略问题存在深入探究的价值。通过调研归纳出企业协同价值创造行为过程框架,建立企业协同价值创造初始过程的策略选择两阶段Stackelberg博弈模型,通过最优化问题的求解探讨博弈主体的策略优化问题。结果表明,大企业的技术创新意向投入存在阈值,且平均机会成本对该阈值有正向影响,大企业的技术创新成本参数与技术服务合同违约金系数对创新意向投入有负向影响;大企业的技术创新意向投入、渠道概率、意向概率,以及违约金系数对小企业的技术服务营销管理投入有正向影响,平均机会成本对技术服务营销管理投入有负向影响。数值仿真分析验证了研究命题与模拟结果的一致性。     

物流管理与工程类专业实践教学协同创新研究——以南宁师范大学为例

专业实践教学协同是推动应用型人才培养质量提升的关键要素,物流管理与工程类专业实践教学协同,体现了人才培养的全过程,而不仅仅是在课程方面.通过文献分析,并结合多年专业教学经验,对物流管理与工程类专业实践教学现状进行了深入探究,在创建实践教学协同创新模式研究中,构建了"234"实践教学协同创新模式,同时提出了实践教学协同创...     

A Journey towards Collaborative Culture Development: How to Be Weightless Despite Academic Gravity

In science, gravity refers to the universal force of attraction acting on and between all matter. No one on earth can escape the force of gravity. In a similar vein, the stringent requirements of publications, research grants, and research output in the academic world can be metaphorically described as “academic gravity,” the force of which pushes university academics to struggle and strive in pursuit of excellence just to survive in the changing landscape of higher education governed by neo-liberalism and managerialism. This article describes the journey of a junior academic staff member in an Asian university as he coped with various difficulties in establishing a collaborative culture in his department (i.e., the Faculty of Education). Working with a senior colleague (Sunshine-mother hereafter) in the same department, Author 1 began to recognize the importance of collegial collaboration in teacher education generally and in his academic life specifically. However, although he tried his utmost to develop a culture of collaboration amongst his colleagues, he struggled to cope with the tension and stress exerted by academic gravity (i.e., publication production and the pursuit of tenure). Drawing on data collected from a teaching development project and adopting a reflective autobiographic approach, this article delineates the collaborative relationship between Author 1 and Sunshine-mother, exemplifying the important roles that coaching and a free rein (i.e., weightlessness) play in the development of junior teacher-educators under the strong pressure of academic gravity.