开放教育资源：创新、研究与实践--访阿萨巴斯卡大学罗里·麦格雷尔教授

罗里·麦格雷尔(Rory McGreal)教授是世界上著名的远程教育大学加拿大阿萨巴斯卡大学远程教育中心的教授,也是该校技术促进知识研究所的主任,并曾担任该校主管研究工作的副校长。在国际上,他是联合国教科文组织\英联邦学习共同体等多个国际组织开放教育资源的主席,还是无国界高等教育全球顾问委员会成员和澳大利亚远程教育中心顾问小组的成员。他是开放教育资源知识云(OER Knowledge Cloud)的创使人,开放教育资源基金主任。2013年起担任《国际远程教育研究评论》(International Review of Research in Open and Distance Learning, IRRODL)的合作主编,并兼任多家学术期刊编委和多家学术期刊评审员。他一直致力于远程教育中开放教育资源的研究,由于他在远程教育领域的杰出贡献,于2002年获得在远程教育领域内最具名望的魏德迈奖。其研究兴趣集中在开放教育资源的使用、技术促进学习标准、移动学习以及相关应用的开发等领域。本访谈以“开放教育资源”为核心,对与开放教育资源相关的一系列的研究、创新和实践等进行了深入的访谈,以期为读者呈现一个立体化的、综合的、深入的和最新的国际开放教育资源相关研究与实践的全景图。罗里·麦格雷尔教授首先介绍了MOOCs与开放教育资源的关系,然后深入剖析了开放教育资源之所以要开放的深层次动因;并介绍了在资源泛滥的时代该如何有效地使用和开发开放教育资源以及社会媒体在传播开放教育资源过程中的积极作用;在此基础上介绍了开放教育资源发展过程中面临的阻碍和挑战及其应对策略;并对国际范围内的开放教育资源的最新的实践与创新和研究热点进行了总结。随后,罗里·麦格雷尔教授分享了其需要将开放教育资源与移动学习相结合的原因、阿萨巴斯卡大学在积极参与开放教育资源实践过程中的收获;最后,他推荐了两本开放教育资源相关的著作。     

大规模开放网络课程的研究

大规模开放网络课程的建设在中国方兴未艾。大规模开放网络课程应具有教学模式多样化、开发工具多元化、兼容性良好、交互内容分类清晰和学习提示功能健全的特征。研发团队中的主讲教师、设计专家、美工、程序员和辅导教师具有各自的职责和选聘条件。课程设计中要建立学习元标签、设计多种教学模式和具有交互分类功能。要建设课程评价体系。     

模块化教学背景下运筹学教学模式改革研究--基于翻转课堂

翻转课堂打破了传统自上而下的教学模式,为教学改革的开展注入了新的活力,从而也成为近几年来国内外教育界的热门话题。文章首先介绍了在模块化教学改革背景下针对运筹学的课程特点实施翻转课堂教学模式的必要性,然后针对运筹学课程的特点构建了适用于该课程的翻转课堂教学模式并加以实施。教学实践证明,翻转课堂教学模式既可以提高学生对运筹学这门应用性很强的学科的学习兴趣,又可以有效培养大学生的创新意识。     

慕课背景下思想道德修养与法律基础课改革模式研究

运用慕课模式来建设思想道德修养与法律基础课,开放的慕课要求基础课"新",大规模参与的慕课要求基础课"特",微课模式要求基础课"精"。     

Gorham-Stout syndrome in mainland China: a case series of 67 patients and review of the literature

Objective:Gorham-Stout syndrome (GSS) is a rare disorder of uncertain etiology and unpredictable prognosis. This study aims to present a comprehensive understanding of this rare entity. Methods:A literature search in PubMed and three Chinese databases was performed to screen histologically proven GSS cases among Chinese residents in the mainland. We analyzed the patients’ clinical characteristics, the value of different treatment modalities and their influence on the clinical outcome. Results:Sixty-seven cases were finally enrolled. There were 43 men (64.2%) and 24 women (35.8%). The mean age at diagnosis was 28 years (1.5-71 years). The most common clinical symptoms included pain (n=40, 59.7%), functional impairment (n=13, 19.4%), and swelling (n=12, 17.9%). The radiographic presentation of 37 cases (55.2%) was disappearance of a portion of the bone. The others presented as radiolucent foci in the intramedullary or subcortical regions. A total of 42 cases provided data on therapy, these included surgery (n=27, 40.3%), radiation therapy (n=6, 9.0%), surgery combined with radiation therapy (n=2, 3.0%), and medicine therapy (n=7, 10.4%). For 30 of these 42 cases, follow-up data were available:21 cases had the disorder locally controlled and 9 had a symptom progression. Fortunately, the disease is not fatal in the majority of cases. Conclusions:GSS has no specific symptoms and it should be taken into consideration when an unclear massive osteolysis occurs. The efficacies of different treatment modalities are still unpredictable and further research is required to assess the values of different treatments.     

世界名校网络公开课对大学英语影响的研究

作为新颖的教学资源手段的世界网络公开课,对大学英语学习产生了积极的影响。词汇习得是大学英语学习的中心任务。通过加大需求,搜索和评估的投入量,提高接触新词汇的频率,巩固伴随性词汇习得的短暂记忆等手段,提高通过网络公开课习得伴随性词汇的效果。     

Productive Players: Online Computer Games' Challenge to Conventional Media Forms

The online multi-user game is an exemplar of the emergent structures of interactive media. Social relationships and community networks are formed, and developer/player relationships are negotiated around ongoing development of the game features and player-created content. The line between production and consumption of the text has become blurred, and the lines between social and economic relationships must be redrawn. This article explores these relationships, using EverQuest as a case study. It suggests that the dynamic, mutable, and emergent qualities of the online multiplayer game exceed the limits of the reifying processes embodied by copyright law and content regulation regimes.     

影响我国城镇居民大众体育需求因素的分析

从定性和定量的角度出发,运用因子分析法,探索影响我国城镇居民大众体育需求的主要因素,并对这些影响因素进行了初步分析,在此基础上提出了启动我国当前大众体育需求的若干建议。     

“后MOOC”时期高校图书馆角色的延展与创新

2012年是MOOC的高速发展时期,然而达到发展期望值的顶峰后,其发展遇到了瓶颈,SPOC、SOOC、MPOC、MPOL、MOOR、MOOL、DOCC、DLMOOC、Meta-MOOC、Mobi MOOC、DOCC等数十种新形式的在线课程的出现拉开了“后MOOC”时期的序幕。高校图书馆在“后MOOC”时期将扮演学习导航师、课程评估师、知识能力拓展师、学习生涯规划师、版权管理服务师、课程内容提供师、课程数据存储师等多种角色。“后MOOC”时期的高校图书馆角色创新一方面是传承了MOOC时期高校图书馆汇集而来的经验,另一方面是对新模式的适应性调整。     

Lessons learned from two years of K-MOOC experience

In October 2015, Korea launched its first massive open online course (MOOC) program entitled K-MOOC. This study analyzes the K-MOOC learner data provided by the National Lifelong Learning Agency. The data include the 272 courses implemented between 26 October 2015, and 31 August 2017 and the participants who took the said courses. The number of participants in the K-MOOC courses in the same period stands at 289,163. The average completion rate of K-MOOC was 9.3%. It is not far below the average completion rate of MOOCs in general, which is known to be 10% or lower. A comparison between Korea’s K-MOOC and the United States’ edX, which consists of similar courses to the former, shows that the most visible difference between the two lies in the average number of participants per course. An average K-MOOC course is taken by 1,063.1 participants, whereas an average edX course serves 15,341.5 participants. Moreover, there were 91% of participants who accessed the K-MOOC courses from their host country, whereas it was 29% for edX.