电子课本模型构建与技术验证
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摘要
自20世纪下半叶以来,世界范围内兴起的以网络技术、信息技术为特征的科技革命引领人类社会进入了数字化时代。伴随着数字化阅读在社会生活领域的普及态势及个人数字终端设备的飞速发展,“电子课本”的时代正在到来。目前,电子课本已经引起了多国政府的高度重视,从一项研究热点、一种技术产品,逐步发展成为国家层面借以推动教育信息化发展,提高教育竞争力的利器。从传统课本到电子课本这一质的飞跃承载着人们对于技术增强学习、技术促进学习、技术赋能学习(Learning Powered by Technology)的殷切期望,电子课本正在推动着数字化时代人类阅读与学习范式的变革。
本研究首先进行了研究综述,通过现状分析,总结了目前电子课本“应用先行、研究滞后、标准缺失”的现状特点；揭示了电子课本多元理解问题；梳理了电子课本相关研究及数字化学习技术标准,并从学习对象理论视角对数字化学习资源的发展模式进行了分析。
基于对数字化学习资源及电子课本的理解,本研究在对数字化阅读与学习领域资源形态、功能特性、技术标准深入研究分析的基础之上,结合EPUB (Electronic Publication, IDPF组织的数字化阅读格式标准,简称EPUB)、DC (Dublin Core Metadata,都伯林核心元数据,简称DC)、LOM (Learning Object Metadata,学习对象元数据,简称LOM)、SCORM (Sharable Content Object Reference Model,可共享内容对象模型,简称SCORM)、IMS-CC (IMS Common Cartridge, IMS内容统和模型或MS公共弹夹模型,简称CC)、IMS-CP (IMS Content Packaging, IMS内容包装模型,简称CP)、IMS-LD (IMS Learning Design, IMS学习设计规范,简称LD)等数字化技术标准,以电子书包系统功能模型为研究设计层面的原点,以需求分析为研究应用实践层面的原点,从资源、活动、空间三种形态视角表征了电子课本的领域特性,并由此界定了电子课本的领域三态,建构了电子课本的领域模型。
电子课本的领域三态描述为资源态、活动态和微环境态。资源态涵盖了内容资源格式转换、内容文件的兼容与包装、单一文件形态向内容对象形态转化等问题,体现了电子课本的结构化特性；活动态为电子课本引入轻量级教学设计机制,使内容主线的课本转化为内容为基础、活动为主线的电子课本,体现了个性化特性；微环境态借助于虚拟学具与学习服务,通过个性化的内容组织与知识建构过程,推动电子课本由统一编制、标准内容的资源性集合形态演进为以个人微型知识空间为主要特征的全新电子课本形态。电子课本的领域模型表征了领域特性,具体可划分为领域三态模型、三态演进模式与概念模型。
本研究借鉴了UML (Unified Modeling Language:统一建模语言)的建模思想,通过三次抽象过程,由电子课本的领域模型过渡到系统模型。电子课本的系统模型主要包括了电子课本的信息模型和内容包装模型。从电子课本的两大研究原点到领域模型是第一次抽象过程,明确界定了电子课本的领域特性；从电子课本的领域模型到信息模型是第二次抽象过程,使用电子课本语义元素在逻辑层面表征了电子课本的内容对象与功能特性；从电子课本的信息模型到内容包装模型是第三次抽象过程,设计了电子课本的内容包装结构与元数据。电子课本信息模型是整个设计的核心,包括了内容结构模型、功能结构模型、学习地图机制以及服务框架。电子课本的内容包装设计则是一个完整的电子课本资源聚合及内容包装方案,包括了电子课本内容包装模型、内容对象包装模型、元数据模型以及内容包装DRM (Digital Rights Management,数字版权管理,以下简称DRM)扩展方案。
依照电子课本的领域模型、信息模型、内容包装模型,本研究开发了英语、自然电子课本原型、阅读器软件、自然课本学习地图,设计了电子课本系统软件结构。在电子课本模型建构和原型的基础上,通过英语、自然电子课本原型的设计研发,验证了电子课本模型的可行性,证实了本研究的价值。
本研究界定了电子课本的领域特性,探究了电子课本的演进模式,建构了电子课本的系统模型,设计研发了带有轻量级学习设计功能特性、具有个人微型知识空间形态特征的结构化、个性化电子课本,推动了电子课本的示范性应用、产品研发与标准研制。
目前,电子课本虽然尚未成为主流,但其已经处于一个取得突破性进展的临界点。预测未来的最好方法就是创造未来。本研究定位于一个创造未来的过程,虽然所研发的电子课本原型还属于实验室产品,无法大规模应用试点、推动产业发展。但是笔者相信,电子课本将能够让孩子们丢掉沉重的书包,以较高的性价比享受到数字化学习所带来的便捷及个性化的学习服务,推动目前教育与学习方式的变革。
Since the later20th century, scientific and technical revolution characterized by internet technology and information technology has been on the rise the worldwide, which is leading human society into a digital era. Time of "e-Textbooks" is approaching, along with the rapid development of personal digital terminal equipment as well as the trend of popularization of e-Reading in our social life. At present, the e-Textbook has attracted unprecedented attention of many governments. It has developed gradually from a hot study subject and a good technical innovation into a better tool, on the national level, to promote the development of popularization of education information and to improve the competitive capability of education. This giant qualitative leap, from traditional printed books to present e-Textbooks, embodies people's great expectations of technology-enhanced learning, technology-promoted learning, and technology-powered learning. Hence, e-Textbooks are driving the change of the paradigms of human reading and learning in this digital era.
The study first summarizes the current research comprehensively first of all. By analyzing the status quo, it sums up the current characteristics of e-Textbooks, i.e. application comes first, research lags behind, it lacks standard, and reveals the big problems in e-book application---Pluralistic understanding. The study rationalizes the related research on e-books and the e-Learning technology standards, and further analyzes the development mode of e-Learning resources from the theoretical perspective of learning objects.
According to the understanding of e-Textbooks, this study, based on the in-depth analysis of the resources form, function features, technical standards in the domains of e-Reading and e-Learning, combined with EPUB(Electronic Publication, abbreviation EPUB), DC(Dublin Core Metadata, abbreviation DC), LOM(Learning Object Metadata, abbreviation LOM), SCORM(Sharable Content Object Reference Model, abbreviation SCORM), IMS-CC(IMS Common Cartridge, abbreviation CC), IMS-CP(IMS Content Packaging, abbreviation CP), MS-LD(IMS Learning Design, abbreviation LD) and so on, takes the functional mode of e-Bag system as origin of research on design level; takes the requirement analysis of e-Textbook as origin of research on application and practice level; characterizes the domain of e-Textbooks from three perspectives:resource, activity, and space; Thereby defines the three-states of e-Textbook domain and constructs an e-Textbook domain model.
The three-states of e-Textbook domain can be described as resource state, activity state and microenvironment state. The resource state which reflects the structural characteristics of the e-Textbook covers such aspects as the conversion of content resources file format, the compatibility and packaging of content file, the evolution of the form of single document into the form of content objects. The activity state which reflects the characteristic of individualization of e-Textbooks brings the lightweight instructional design mechanism into e-Textbook, turning content-oriented textbooks into content based, activity-oriented e-Textbook. With the help of virtual learning tools, the microenvironment state fosters, through individualized content organization and knowledge construction process, e-Textbooks compiles to evolve from unified, standardized collections of content resources into a brand new e-Textbook form, characterized mainly by personal micro knowledge scope. The domain characteristic of e-Textbooks is specifically featured by the e-Textbook domain model which is composed of the three-state domain model of e-Textbooks, of the three-state evolution pattern, and of e-Textbook conceptual model.
This study draws on the experience of UML (Unified Modeling Language) modeling concept, and experiencee three times abstraction processes, thus derives research on the e-Textbook system model from the e-Textbook domain model. The e-Textbook system model is made up of information model and e-Textbook content packaging model. The first abstraction process in this study is the evolution from two major research origins to the e-Textbook domain model, which clearly defines the domain characteristic of e-Textbooks. The second abstraction process is the transition of research from the e-Textbook domain model to the information model which characterizes by using semantic element to represent the content objects and functional features on logic level The third abstract process is the improvement on the research from the e-Textbook information model to the content packaging model, in which the content packing structure and metadata is designed. The e-Textbook information model is the core of the whole design, and it consists of content structure model, function structure model, learning map mechanism, and service frame. The e-Textbook content packaging design is a total solution to e-Textbook resource aggregation and content packaging, and it comprises e-Textbook content packaging model, content object packaging model, metadata model, and content packaging DRM (Digital Rights Management, abbreviation DRM) extension Solution.
On the basis of the e-Textbook domain model, information model and content packaging model, this study not only designs but developes the e-Textbook demos of the lessons of English and Science of Nature, e-Textbook reader, learning map of Nature e-Textbook, and the e-Textbook system architecture and programming. In the e-Textbook modeling and prototype, this research verifies the feasibility of the e-Textbook model based on the design and development of a prototype of the English, Natural Science e-Textbooks.
This study defines the domain characteristic of the e-Textbook, probes its evolution pattern, and constructs its system model. The study also designs a structured and individualized e-Textbook with features of lightweight learning design and personal micro knowledge scope, and to prompt demonstrative application of e-Textbooks and the development of products and formulation of related standards.
The e-Textbook doesn't gaine its popularity now. However, it is on the threshold of a breakthrough into the mainstream. The best way to predict the future is to invent it. The study aims at the process to creating future. At present, the e-Textbook demo is still under study in the laboratory, so it neither supports a large-scaled pilot experiment, nor promotes the industrial development. Nevertheless, the study believes that in the near future, e-Textbooks will enable children to throw away their heavy school bags, and to enjoy the convenience and individualized learning services brought about by digital Learning with relatively high cost performance. Nevertheless, the e-textbooks will bring about great changes in education and learning methods.
本研究首先进行了研究综述,通过现状分析,总结了目前电子课本“应用先行、研究滞后、标准缺失”的现状特点；揭示了电子课本多元理解问题；梳理了电子课本相关研究及数字化学习技术标准,并从学习对象理论视角对数字化学习资源的发展模式进行了分析。
基于对数字化学习资源及电子课本的理解,本研究在对数字化阅读与学习领域资源形态、功能特性、技术标准深入研究分析的基础之上,结合EPUB (Electronic Publication, IDPF组织的数字化阅读格式标准,简称EPUB)、DC (Dublin Core Metadata,都伯林核心元数据,简称DC)、LOM (Learning Object Metadata,学习对象元数据,简称LOM)、SCORM (Sharable Content Object Reference Model,可共享内容对象模型,简称SCORM)、IMS-CC (IMS Common Cartridge, IMS内容统和模型或MS公共弹夹模型,简称CC)、IMS-CP (IMS Content Packaging, IMS内容包装模型,简称CP)、IMS-LD (IMS Learning Design, IMS学习设计规范,简称LD)等数字化技术标准,以电子书包系统功能模型为研究设计层面的原点,以需求分析为研究应用实践层面的原点,从资源、活动、空间三种形态视角表征了电子课本的领域特性,并由此界定了电子课本的领域三态,建构了电子课本的领域模型。
电子课本的领域三态描述为资源态、活动态和微环境态。资源态涵盖了内容资源格式转换、内容文件的兼容与包装、单一文件形态向内容对象形态转化等问题,体现了电子课本的结构化特性；活动态为电子课本引入轻量级教学设计机制,使内容主线的课本转化为内容为基础、活动为主线的电子课本,体现了个性化特性；微环境态借助于虚拟学具与学习服务,通过个性化的内容组织与知识建构过程,推动电子课本由统一编制、标准内容的资源性集合形态演进为以个人微型知识空间为主要特征的全新电子课本形态。电子课本的领域模型表征了领域特性,具体可划分为领域三态模型、三态演进模式与概念模型。
本研究借鉴了UML (Unified Modeling Language:统一建模语言)的建模思想,通过三次抽象过程,由电子课本的领域模型过渡到系统模型。电子课本的系统模型主要包括了电子课本的信息模型和内容包装模型。从电子课本的两大研究原点到领域模型是第一次抽象过程,明确界定了电子课本的领域特性；从电子课本的领域模型到信息模型是第二次抽象过程,使用电子课本语义元素在逻辑层面表征了电子课本的内容对象与功能特性；从电子课本的信息模型到内容包装模型是第三次抽象过程,设计了电子课本的内容包装结构与元数据。电子课本信息模型是整个设计的核心,包括了内容结构模型、功能结构模型、学习地图机制以及服务框架。电子课本的内容包装设计则是一个完整的电子课本资源聚合及内容包装方案,包括了电子课本内容包装模型、内容对象包装模型、元数据模型以及内容包装DRM (Digital Rights Management,数字版权管理,以下简称DRM)扩展方案。
依照电子课本的领域模型、信息模型、内容包装模型,本研究开发了英语、自然电子课本原型、阅读器软件、自然课本学习地图,设计了电子课本系统软件结构。在电子课本模型建构和原型的基础上,通过英语、自然电子课本原型的设计研发,验证了电子课本模型的可行性,证实了本研究的价值。
本研究界定了电子课本的领域特性,探究了电子课本的演进模式,建构了电子课本的系统模型,设计研发了带有轻量级学习设计功能特性、具有个人微型知识空间形态特征的结构化、个性化电子课本,推动了电子课本的示范性应用、产品研发与标准研制。
目前,电子课本虽然尚未成为主流,但其已经处于一个取得突破性进展的临界点。预测未来的最好方法就是创造未来。本研究定位于一个创造未来的过程,虽然所研发的电子课本原型还属于实验室产品,无法大规模应用试点、推动产业发展。但是笔者相信,电子课本将能够让孩子们丢掉沉重的书包,以较高的性价比享受到数字化学习所带来的便捷及个性化的学习服务,推动目前教育与学习方式的变革。
Since the later20th century, scientific and technical revolution characterized by internet technology and information technology has been on the rise the worldwide, which is leading human society into a digital era. Time of "e-Textbooks" is approaching, along with the rapid development of personal digital terminal equipment as well as the trend of popularization of e-Reading in our social life. At present, the e-Textbook has attracted unprecedented attention of many governments. It has developed gradually from a hot study subject and a good technical innovation into a better tool, on the national level, to promote the development of popularization of education information and to improve the competitive capability of education. This giant qualitative leap, from traditional printed books to present e-Textbooks, embodies people's great expectations of technology-enhanced learning, technology-promoted learning, and technology-powered learning. Hence, e-Textbooks are driving the change of the paradigms of human reading and learning in this digital era.
The study first summarizes the current research comprehensively first of all. By analyzing the status quo, it sums up the current characteristics of e-Textbooks, i.e. application comes first, research lags behind, it lacks standard, and reveals the big problems in e-book application---Pluralistic understanding. The study rationalizes the related research on e-books and the e-Learning technology standards, and further analyzes the development mode of e-Learning resources from the theoretical perspective of learning objects.
According to the understanding of e-Textbooks, this study, based on the in-depth analysis of the resources form, function features, technical standards in the domains of e-Reading and e-Learning, combined with EPUB(Electronic Publication, abbreviation EPUB), DC(Dublin Core Metadata, abbreviation DC), LOM(Learning Object Metadata, abbreviation LOM), SCORM(Sharable Content Object Reference Model, abbreviation SCORM), IMS-CC(IMS Common Cartridge, abbreviation CC), IMS-CP(IMS Content Packaging, abbreviation CP), MS-LD(IMS Learning Design, abbreviation LD) and so on, takes the functional mode of e-Bag system as origin of research on design level; takes the requirement analysis of e-Textbook as origin of research on application and practice level; characterizes the domain of e-Textbooks from three perspectives:resource, activity, and space; Thereby defines the three-states of e-Textbook domain and constructs an e-Textbook domain model.
The three-states of e-Textbook domain can be described as resource state, activity state and microenvironment state. The resource state which reflects the structural characteristics of the e-Textbook covers such aspects as the conversion of content resources file format, the compatibility and packaging of content file, the evolution of the form of single document into the form of content objects. The activity state which reflects the characteristic of individualization of e-Textbooks brings the lightweight instructional design mechanism into e-Textbook, turning content-oriented textbooks into content based, activity-oriented e-Textbook. With the help of virtual learning tools, the microenvironment state fosters, through individualized content organization and knowledge construction process, e-Textbooks compiles to evolve from unified, standardized collections of content resources into a brand new e-Textbook form, characterized mainly by personal micro knowledge scope. The domain characteristic of e-Textbooks is specifically featured by the e-Textbook domain model which is composed of the three-state domain model of e-Textbooks, of the three-state evolution pattern, and of e-Textbook conceptual model.
This study draws on the experience of UML (Unified Modeling Language) modeling concept, and experiencee three times abstraction processes, thus derives research on the e-Textbook system model from the e-Textbook domain model. The e-Textbook system model is made up of information model and e-Textbook content packaging model. The first abstraction process in this study is the evolution from two major research origins to the e-Textbook domain model, which clearly defines the domain characteristic of e-Textbooks. The second abstraction process is the transition of research from the e-Textbook domain model to the information model which characterizes by using semantic element to represent the content objects and functional features on logic level The third abstract process is the improvement on the research from the e-Textbook information model to the content packaging model, in which the content packing structure and metadata is designed. The e-Textbook information model is the core of the whole design, and it consists of content structure model, function structure model, learning map mechanism, and service frame. The e-Textbook content packaging design is a total solution to e-Textbook resource aggregation and content packaging, and it comprises e-Textbook content packaging model, content object packaging model, metadata model, and content packaging DRM (Digital Rights Management, abbreviation DRM) extension Solution.
On the basis of the e-Textbook domain model, information model and content packaging model, this study not only designs but developes the e-Textbook demos of the lessons of English and Science of Nature, e-Textbook reader, learning map of Nature e-Textbook, and the e-Textbook system architecture and programming. In the e-Textbook modeling and prototype, this research verifies the feasibility of the e-Textbook model based on the design and development of a prototype of the English, Natural Science e-Textbooks.
This study defines the domain characteristic of the e-Textbook, probes its evolution pattern, and constructs its system model. The study also designs a structured and individualized e-Textbook with features of lightweight learning design and personal micro knowledge scope, and to prompt demonstrative application of e-Textbooks and the development of products and formulation of related standards.
The e-Textbook doesn't gaine its popularity now. However, it is on the threshold of a breakthrough into the mainstream. The best way to predict the future is to invent it. The study aims at the process to creating future. At present, the e-Textbook demo is still under study in the laboratory, so it neither supports a large-scaled pilot experiment, nor promotes the industrial development. Nevertheless, the study believes that in the near future, e-Textbooks will enable children to throw away their heavy school bags, and to enjoy the convenience and individualized learning services brought about by digital Learning with relatively high cost performance. Nevertheless, the e-textbooks will bring about great changes in education and learning methods.
引文
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* 罗伯特.达恩顿(Robert Darnton),普林斯顿大学教授,哈佛大学图书馆馆长,图书史专家,欧洲文化史专家。发起参与大量图书史研究,电子书启蒙运动项目。曾获多项学术奖和图书奖,包括美国麦克阿瑟奖、国家图书评论奖,以及法国美第奇奖提名。
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* 侧边栏扩展程序API：可以指定在侧边栏控制显示信息的API接口。
* 右键菜单API:扩展程序可以指定菜单在点击图片或视频后才显示,而不是所有右键菜单都全部显示。
*ombibox API:允许扩展程序将内容与浏览器的搜索与地址栏组合(Omnibox)集成。
*infobars API:允许扩展程序将信息显示在标签页以上的位置,使用HTML语言来编写,可以编写交互的信息显示栏。
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* 侧边栏扩展程序API：可以指定在侧边栏控制显示信息的API接口。
* 右键菜单API:扩展程序可以指定菜单在点击图片或视频后才显示,而不是所有右键菜单都全部显示。
*ombibox API:允许扩展程序将内容与浏览器的搜索与地址栏组合(Omnibox)集成。
*infobars API:允许扩展程序将信息显示在标签页以上的位置,使用HTML语言来编写,可以编写交互的信息显示栏。
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