O2O迭代式项目学习的设计与应用——基于首要教学原理视角

针对传统项目学习存在周期长、自由度大等问题,O2O迭代式项目学习引入了"O2O迭代"为新型学习脚手架。它将复杂项目分解成前后知识相关的多个功能小项目,串接起线上线下的迭代学习和知识运用,螺旋式发展学习者融合知识解决复杂项目问题的能力。以首要教学原理为处方科学指导,它聚焦复杂项目增量式的解决,在O2O空间环境和协同机制的配合下,通过"结构、指导、辅导和反思"的过程,衔接"教与学"成为统一整体,服务于学习者在线上"需要知道"和线下"需要做"之间反复迭代的学习。在以开放教育"信息技术应用"课程为应用案例的实证研究中,样本统计显示,它能尽早发现和控制项目学习的过程变异,促进学习最终成果的绩效交付,一定程度上解决了传统项目学习容易遭遇过程障碍的难题。

Design and application of iterative project-based O2O-learning:from the perspective of first principles of instruction

The iterative project-based O2O-learning(O2O-IPBL)introduces O2O-iteration as a novel scaffolding for the problems in traditional project learning,i.e.,a long term and too much freedom,etc.The scaffolding decomposes a complex project into multiple sub-functional projects,inter-related in terms of knowledge and skills,connecting online and offline iterative learning and knowledge application,hence to spirally develop learners’ability to continuously integrate knowledge to solve complex project problems.Informed by the first principles of instruction,O2O-IPBL focuses on the incremental solution of complex projects.With the coordination of spacial environment and collaborative mechanism about O2O,teaching and learning becomes integrated in the circle of constructing,supervising,tutoring and reflecting,facilitating learners in their iterative learning by doing-"knowing online"and"doing offline".The empirical evidence of the course Information Technology Application shows O2O-IPBL can detect process variations of project learning as early as possible,promote learning performance,and overcome obstacles frequent in traditional project learning.