基于教育设计研究的微认证体系构建——以教师信息技术应用能力为例
|
摘要
构建理论学习与教学实践良性互动生态被认为可以破解教师培训成效困局。微认证是当前国际上常用的面向成人专业能力的认证方式,基于微认证开展教师能力评估可以推动教师立足真实场景开展学习与实践,继而创新教师专业发展范式。然而如何基于教师发展需求构建微认证体系目前尚无成熟的方法和模式。近两年来,本研究团队应用教育设计研究方法,开发了教师信息技术应用能力微认证体系,探索微认证体系构建模式和方法,产生了具有示范与迁移价值的理论和实践成果:理论成果为微认证开发过程模型,由角色分析、能力分解、认证规范开发以及调研试用四个阶段构成,可以作为微认证体系开发的基本方法论;实践成果之一是微认证规范框架,包括能力类别、所属环境、能力概述、实践建议、提交指南与评价标准、开发依据等要素;实践成果之二为教师信息技术应用能力微认证体系,包含适用于多媒体教学环境、混合学习环境以及智慧学习环境的35项微能力以及认证规范。
Micro-credentials are a professional approach to competency-oriented certification. However, as to how to develop a micro-credentials system there is not yet a mature model for us to learn from. In the past two years, the research group has explored the design and construction of a micro-credentials system for teachers' ICT application competence by applying educational design research methods. Through continuous interaction and iteration of theoretical construction and practical investigation, the research has reached some theoretical and practical achievements which have demonstrative significance and transferrable value. The theoretical result is the development process model of micro-credentials, consisting of four development stages: role analysis, ability decomposition, certification requirements development, investigation and trial. One of the practical achievements is the Framework of Certification Requirements Document including capability category, environment, capability overview, practice suggestion, submission guidelines & evaluation criteria, supportive research, and others. Micro-credentials for teacher's ICT competency with a total of 35 sub-competencies and requirements for certification is another practical achievement. Considering the differences in classroom, such sub-competencies are divided into three categories: multimedia teaching environment, blended learning environment, and smarter learning environment. Micro-credentials can be widely applied in professional ability certification. The results from this research can provide practical cases and methodological models for related fields.
Micro-credentials are a professional approach to competency-oriented certification. However, as to how to develop a micro-credentials system there is not yet a mature model for us to learn from. In the past two years, the research group has explored the design and construction of a micro-credentials system for teachers' ICT application competence by applying educational design research methods. Through continuous interaction and iteration of theoretical construction and practical investigation, the research has reached some theoretical and practical achievements which have demonstrative significance and transferrable value. The theoretical result is the development process model of micro-credentials, consisting of four development stages: role analysis, ability decomposition, certification requirements development, investigation and trial. One of the practical achievements is the Framework of Certification Requirements Document including capability category, environment, capability overview, practice suggestion, submission guidelines & evaluation criteria, supportive research, and others. Micro-credentials for teacher's ICT competency with a total of 35 sub-competencies and requirements for certification is another practical achievement. Considering the differences in classroom, such sub-competencies are divided into three categories: multimedia teaching environment, blended learning environment, and smarter learning environment. Micro-credentials can be widely applied in professional ability certification. The results from this research can provide practical cases and methodological models for related fields.
引文
[1] Arneson, J., Rothwell,W.J., & Naughton,J. (2013). ASTD Competency Research [EB/OL]. [2014-06-30]. https://www.td.org/.
[2] Berry, B., Airhart, K. M., & Byrd, P. A. (2016). Microcredentials: Teacher learning transformed [J]. Phi Delta Kappan, 98(3):34-40.
[3] BloomBoard(2018). Earn professional development credit [EB/OL]. [2018-08-30]. https://schools.bloomboard.com/incentives/.
[4] Crow, T. (2017). Micro-credentials for impact: Holding professional learning to high standards [EB/OL]. [2017-02-13].http://www.learningforward.org.
[5] DeMonte,J.(2017). Micro-credentials for teachers: What three early adopter states have learned so far [EB/OL]. [2017-10-20]. https://www.air.org/sites/default/files/downloads/report/Micro-Creditials-for-Teachers-September-2017.pdf.
[6] Diamond. J., & Gonzalez, P. C. (2016). Digital badges for professional development: Teachers’ perceptions of the calue of a new credentialing currency [A]. Ifenthaler,D., & Bellin-Mularski,N.(2016).Foundation of Digital Badges and Micro- Credentials[C]. Switzerland: Springer International Publishing: 391-410.
[7] Fedock, B., Kebritchi, M., Sanders R., & Holland, A.(2016) Digital badges and micro-credentials: Digital age classroom practices, design strategies,and issues [A]. Ifenthaler,D., & Bellin-Mularski,N.(2016).Foundation of Digital Badges and Micro- Credentials[C]. Switzerland: Springer International Publishing:273-286.
[8] 郭绍青(2015).《中小学教师信息技术应用能力培训课程标准(试行)》解读[J].电化教育研究,(9):11-15.
[9] 顾小清,张正超,朱元锟(2010). 基于电子学档的终身学习评估及能力认证模型[J]. 远程教育杂志, (5):10-15.
[10] Horn, M.B., & Arnett,T.(2017). Competency-based learning for teachers-can micro-credentials reboot professional development? [EB/OL]. [2018-03-10]. https://educationnext.org/files/ednext_xvii_2_whatnext.pdf.
[11]霍益萍(2008). “聚焦课堂”:追求有效的高中教师培训[J]. 教育发展研究,(20):64-66.
[12] International Society for Technology in Education(2017). ISTE standatds for educators[EB/OL]. [2017-12-20]. https://www.iste.org/standards/for-educators.
[13] 教育部(2014). 中小学教师信息技术应用能力标准(试行)[EB/OL]. [2018-3-12]. http://www.moe.edu.cn/srcsite/A10/s6991/201405/t20140528_170123.html.
[14] 教育部(2018).教育信息化2.0行动计划[EB/OL]. [2018-04-20]. http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html.
[15] Klein, J. D., Spector, J.M., Grabowski, B., & Teja, I, D, L. (2007).教师能力标准:面对面、在线及混合情景[M].顾小清译.上海:华东师范大学出版社,61-62.
[16]李更生,刘力(2012).走进教育现场:基于研修共同体的教师培训新模式[J].教育发展研究,32(8):76-80.
[17] 李茂荣,黄健(2013).工作场所学习概念的反思与再构: 基于实践的取向[J]. 开放教育研究,19(4):19-28.
[18] New Media Consortium (2016). The Horizon Report 2016 edition [EB/OL].[2016-12-24]. https://www.nmc.org/publication/nmc-cosn-horizon-report-2016-k-12-edition/.
[19] New Media Consortium (2017). The Horizon Report 2017 edition [EB/OL].[2016-12-24]. https://www.nmc.org/publication/nmccosn-horizon-report-2017-k-12-edition/.
[20] New Zealand Qualifications Authority(2018).Micro-credentials system launched [EB/OL]. [2018-08-28]. https://www.nzqa.govt.nz/about-us/news/micro-credentials-system-launched/.
[21] Pieters, L.(2013). An agile approach to systems analysis and design teaching and learning[EB/OL]. [2018-05-10]. https://pdfs.semanticscholar.org/6a2d/9d0b0891884d9285a715362c81c8e5774286.pdf.
[22] Priest, N.(2016). Digital badging and micro-credentialing[EB/OL]. [2018-06-14]. https://bostonbeyond.org/wp-content/uploads/2016/06/Digital_Badging_Paper_NMEF.pdf.
[23] Princeton University (2015). Learning Philosophy [EB/OL]. [2017-06-20]. http://www.princeton.edu/hr/learning/philosophy/.
[24] Redman, R. W., Lenburg, C.B., & Walker, H.P. (1999). Competency assessment: Methods for development and implementation in nursing education [EB/OL].[2018-03-20]. http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume41999/No2Sep1999/InitialandContinuingCompetenceinEducationandPracticeCompetencyAssessmentMethodsforDeve.html.
[25] Reeves, T. C. (2006). Design research from the technology perspective [A]. Akker,J.V.D., Gravemeijer,K., McKenney,S.,& Nieveen, N. [2006]. Educational Design Research[C]. London: Routledge: 86-109.
[26] Solutions,L. (2014).A guide to competency based training for organizational excellence [EB/OL]. [2018-07-20] .https://www.lambdasolutions.net/wp-content/uploads/2014/10/Lambda-Solutions-Competency-Guide-Part1.pdf 039d63.
[27]Thilakaratne, R., & Kvan,T.(2006). Competence-based assessment in professional education validation [J]. Quality in Higher Education, 12(3):315-327.
[28]王红(2018). 五大困境捆住了教师培训[N]. 光明日报,2018-4-12.
[29]王文静(2011).创新的教育研究范式:基于设计的研究[M].上海:华东师范大学出版社:49.
[30]魏非,祝智庭(2017).微认证:能力为本的教师开放发展新路向[J].开放教育研究, 23(3):71-79.
[31]曾双喜(2016). 一文读懂如何构建胜任力模型[EB/OL]. [2017-09-30]. https://www.hrloo.com/rz/13826058.html?url_flag=1.
[32]祝智庭(2008).设计研究作为教育技术的创新研究范式[J].电化教育研究,(10):30-31.
[33]祝智庭,闫寒冰(2015).《中小学教师信息技术应用能力标准(试行)》解读[J].电化教育研究, (9):5-10.
[2] Berry, B., Airhart, K. M., & Byrd, P. A. (2016). Microcredentials: Teacher learning transformed [J]. Phi Delta Kappan, 98(3):34-40.
[3] BloomBoard(2018). Earn professional development credit [EB/OL]. [2018-08-30]. https://schools.bloomboard.com/incentives/.
[4] Crow, T. (2017). Micro-credentials for impact: Holding professional learning to high standards [EB/OL]. [2017-02-13].http://www.learningforward.org.
[5] DeMonte,J.(2017). Micro-credentials for teachers: What three early adopter states have learned so far [EB/OL]. [2017-10-20]. https://www.air.org/sites/default/files/downloads/report/Micro-Creditials-for-Teachers-September-2017.pdf.
[6] Diamond. J., & Gonzalez, P. C. (2016). Digital badges for professional development: Teachers’ perceptions of the calue of a new credentialing currency [A]. Ifenthaler,D., & Bellin-Mularski,N.(2016).Foundation of Digital Badges and Micro- Credentials[C]. Switzerland: Springer International Publishing: 391-410.
[7] Fedock, B., Kebritchi, M., Sanders R., & Holland, A.(2016) Digital badges and micro-credentials: Digital age classroom practices, design strategies,and issues [A]. Ifenthaler,D., & Bellin-Mularski,N.(2016).Foundation of Digital Badges and Micro- Credentials[C]. Switzerland: Springer International Publishing:273-286.
[8] 郭绍青(2015).《中小学教师信息技术应用能力培训课程标准(试行)》解读[J].电化教育研究,(9):11-15.
[9] 顾小清,张正超,朱元锟(2010). 基于电子学档的终身学习评估及能力认证模型[J]. 远程教育杂志, (5):10-15.
[10] Horn, M.B., & Arnett,T.(2017). Competency-based learning for teachers-can micro-credentials reboot professional development? [EB/OL]. [2018-03-10]. https://educationnext.org/files/ednext_xvii_2_whatnext.pdf.
[11]霍益萍(2008). “聚焦课堂”:追求有效的高中教师培训[J]. 教育发展研究,(20):64-66.
[12] International Society for Technology in Education(2017). ISTE standatds for educators[EB/OL]. [2017-12-20]. https://www.iste.org/standards/for-educators.
[13] 教育部(2014). 中小学教师信息技术应用能力标准(试行)[EB/OL]. [2018-3-12]. http://www.moe.edu.cn/srcsite/A10/s6991/201405/t20140528_170123.html.
[14] 教育部(2018).教育信息化2.0行动计划[EB/OL]. [2018-04-20]. http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html.
[15] Klein, J. D., Spector, J.M., Grabowski, B., & Teja, I, D, L. (2007).教师能力标准:面对面、在线及混合情景[M].顾小清译.上海:华东师范大学出版社,61-62.
[16]李更生,刘力(2012).走进教育现场:基于研修共同体的教师培训新模式[J].教育发展研究,32(8):76-80.
[17] 李茂荣,黄健(2013).工作场所学习概念的反思与再构: 基于实践的取向[J]. 开放教育研究,19(4):19-28.
[18] New Media Consortium (2016). The Horizon Report 2016 edition [EB/OL].[2016-12-24]. https://www.nmc.org/publication/nmc-cosn-horizon-report-2016-k-12-edition/.
[19] New Media Consortium (2017). The Horizon Report 2017 edition [EB/OL].[2016-12-24]. https://www.nmc.org/publication/nmccosn-horizon-report-2017-k-12-edition/.
[20] New Zealand Qualifications Authority(2018).Micro-credentials system launched [EB/OL]. [2018-08-28]. https://www.nzqa.govt.nz/about-us/news/micro-credentials-system-launched/.
[21] Pieters, L.(2013). An agile approach to systems analysis and design teaching and learning[EB/OL]. [2018-05-10]. https://pdfs.semanticscholar.org/6a2d/9d0b0891884d9285a715362c81c8e5774286.pdf.
[22] Priest, N.(2016). Digital badging and micro-credentialing[EB/OL]. [2018-06-14]. https://bostonbeyond.org/wp-content/uploads/2016/06/Digital_Badging_Paper_NMEF.pdf.
[23] Princeton University (2015). Learning Philosophy [EB/OL]. [2017-06-20]. http://www.princeton.edu/hr/learning/philosophy/.
[24] Redman, R. W., Lenburg, C.B., & Walker, H.P. (1999). Competency assessment: Methods for development and implementation in nursing education [EB/OL].[2018-03-20]. http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume41999/No2Sep1999/InitialandContinuingCompetenceinEducationandPracticeCompetencyAssessmentMethodsforDeve.html.
[25] Reeves, T. C. (2006). Design research from the technology perspective [A]. Akker,J.V.D., Gravemeijer,K., McKenney,S.,& Nieveen, N. [2006]. Educational Design Research[C]. London: Routledge: 86-109.
[26] Solutions,L. (2014).A guide to competency based training for organizational excellence [EB/OL]. [2018-07-20] .https://www.lambdasolutions.net/wp-content/uploads/2014/10/Lambda-Solutions-Competency-Guide-Part1.pdf 039d63.
[27]Thilakaratne, R., & Kvan,T.(2006). Competence-based assessment in professional education validation [J]. Quality in Higher Education, 12(3):315-327.
[28]王红(2018). 五大困境捆住了教师培训[N]. 光明日报,2018-4-12.
[29]王文静(2011).创新的教育研究范式:基于设计的研究[M].上海:华东师范大学出版社:49.
[30]魏非,祝智庭(2017).微认证:能力为本的教师开放发展新路向[J].开放教育研究, 23(3):71-79.
[31]曾双喜(2016). 一文读懂如何构建胜任力模型[EB/OL]. [2017-09-30]. https://www.hrloo.com/rz/13826058.html?url_flag=1.
[32]祝智庭(2008).设计研究作为教育技术的创新研究范式[J].电化教育研究,(10):30-31.
[33]祝智庭,闫寒冰(2015).《中小学教师信息技术应用能力标准(试行)》解读[J].电化教育研究, (9):5-10.