以评价为中心的适应性网络课程设计与开发
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摘要
受师范司重托,华东师范大学承担教育部委托的“全国中小学教师教育技术远程培训课程开发与实验任务”,试图借助网络技术,寻求将远程培训作为中小学教师教育技术能力建设项目推进当中的重要组成部分。
经过试点成功开展培训之后,经过调查反馈也发现有些问题需要在后续的培训中规避完善,如书本搬家,课程组织结构单一,无法创设符合学员个性化特征的多样化情境等。笔者欲采取以评价为中心的适应性网络课程设计方案,采用知识地图管理方法和微型学习策略,重构课程(《教育技术培训教程》)内容结构,有效地组织和表征知识,打破“书本搬家”式网络课程形式,减轻学员认知负荷;基于测评技术,及时有效地开展诊断性评价,建构适应性学习路径;开展多元评价,实现评价主体多元化,评价过程立体化,评价手段多样化,以进行深度评价。
本文继提出课程平台系统的整体架构之后,对以评价为中心的适应性网络课程教学设计模式进行深入的探讨,包括:需求分析、内容—媒体设计、学习情境设计、学习活动设计、教学策略设计、学习资源设计、学习支持系统设计、评价与反馈设计及艺术设计等。详尽阐述各个环节的特点及具体实施方法,并通过教学案例给予范例式的说明。
East China Normal University commissioned to develop and experiment the national primary and secondary school teachers training courses attempted to use network technology and seeked to train teachers in primary and secondary education by distance education as an important part of a technical capacity-building project.
After successful training, we also found some problems needed to solve in following train, such as a single organizational structure of courses, the train not fit to personal characteristics of students and so on. The article wishes to introduce the design project of adaptive web-based course by the evaluation-centered to reconstruct the content structure of educational technology training curriculum using knowledge management and micro learning strategies in order to organizing and presenting knowledge effectively, breaking the book-moving network of courses, carrying out timely and effective diagnostic evaluation to build the adaptive learning path by the survey technology and carry out multi-evaluation and so on.
Following introducing the overall curriculum platform framework, the article makes a depth discussion about the educational design model of adaptive web-based course by the evaluation-centered, include needs analysis, content-media design, learning environment design, design learning activities ,teaching strategies design ,learning resources design, learning support system design, evaluation and feedback design and art design. The article elaborates on characteristic and specific implementation methods of A series of operations ,and gives examples to show.
经过试点成功开展培训之后,经过调查反馈也发现有些问题需要在后续的培训中规避完善,如书本搬家,课程组织结构单一,无法创设符合学员个性化特征的多样化情境等。笔者欲采取以评价为中心的适应性网络课程设计方案,采用知识地图管理方法和微型学习策略,重构课程(《教育技术培训教程》)内容结构,有效地组织和表征知识,打破“书本搬家”式网络课程形式,减轻学员认知负荷;基于测评技术,及时有效地开展诊断性评价,建构适应性学习路径;开展多元评价,实现评价主体多元化,评价过程立体化,评价手段多样化,以进行深度评价。
本文继提出课程平台系统的整体架构之后,对以评价为中心的适应性网络课程教学设计模式进行深入的探讨,包括:需求分析、内容—媒体设计、学习情境设计、学习活动设计、教学策略设计、学习资源设计、学习支持系统设计、评价与反馈设计及艺术设计等。详尽阐述各个环节的特点及具体实施方法,并通过教学案例给予范例式的说明。
East China Normal University commissioned to develop and experiment the national primary and secondary school teachers training courses attempted to use network technology and seeked to train teachers in primary and secondary education by distance education as an important part of a technical capacity-building project.
After successful training, we also found some problems needed to solve in following train, such as a single organizational structure of courses, the train not fit to personal characteristics of students and so on. The article wishes to introduce the design project of adaptive web-based course by the evaluation-centered to reconstruct the content structure of educational technology training curriculum using knowledge management and micro learning strategies in order to organizing and presenting knowledge effectively, breaking the book-moving network of courses, carrying out timely and effective diagnostic evaluation to build the adaptive learning path by the survey technology and carry out multi-evaluation and so on.
Following introducing the overall curriculum platform framework, the article makes a depth discussion about the educational design model of adaptive web-based course by the evaluation-centered, include needs analysis, content-media design, learning environment design, design learning activities ,teaching strategies design ,learning resources design, learning support system design, evaluation and feedback design and art design. The article elaborates on characteristic and specific implementation methods of A series of operations ,and gives examples to show.
引文
1 尹睿,谢幼如.网络课程建设与实施问题的调查研究[J].中国远程教育,2004(9).
2 徐峥等.网络课程开发现状和发展趋势[J].中国远程教育,2003(15).
3 林君芬,余胜泉.关于我国网络课程现状与问题的思考[J].现代教育技术,2001(1).
4 何克抗.现代教育技术和优质网络课程的设计与开发[J].中国电化教育,2004(6).
5 梁林梅,焦建利.我国网络课程现状的调查分析与反思[J].开放教育研究,2002(6).
6 De Bra,P.,Aerts,A.,Berden,B.,De Lange,B.,Rousseau,B.,Santic,T.,Smits,D.,Stash,N.(2003).AHA!The Adaptive Hypermedia Architecture.Proceedings of the ACM Hypertext Conference[C].ottingham,UK,August 2003.http://wwwis.win.tue.nl/-debra/ht03/pp401-debra.pdf
7 陈琦,刘儒德.当代教育心理学[M].北京:北京师范大学出版社,1997.
8 徐峥.远程教育课程开发模式的研究[J].中国远程教育,2005(1).
9 杨开城.以学习活动为中心的教学设计理论[M].北京:电子工业出版社,2005.
10 Robby Robson.object-oriented Instructional Design and Web-based Authoring[J].Journal of Interactive Learning Research,2001.1
11 Theo Hug.Micro Learning and Narration:Exploring possibilities of utilization of narrations and storytelling for the designing of"Micro Units" and didactical micro-learning arrangements[C].Paper presented at the fourth Media in Transition conference,May 6-8,2005,MIT,Cambridge(MA),USA
12 Jeroen J.G.van Merrienboer Paul Ayres.Research on Cognitive Load Theory and Its Design Implications for E-Learning[J].Educational Technology Research and Development,Vol 53,No 3,2005:6-8.
14 武法提.基于WEB的学习环境设计[J].电化教育研究,2000(4).
15 李芒,李仲秋,黄建荣.网络探究式学习的心理学习环境设计[J].中国电化教育,2003(7).
16 崔继馨等.网络课程内容的媒体呈现形式设计[J].天津广播电视大学学报,2003(6).
17 乌美娜.教学设计[M].北京:中国高等教育出版社,1997.
18 何克抗.建构土义学习环境下的教学设计[C].GCCCE′98学术论文集.
19 Brenda Bannad-Ritland Willham Brage 111 and Maurn Collins.Link Theory,Educational Contents,and Instructional Strategies in Web-based Course Development[J].http://www.virtual.grnu.edu/EDIT611/BannanWB.annanWB.pdf
20 Barbara Christe.Web-Based Courses:what Students Need to Know Aside from Content[J].http://www.asee.org/conferences/search/20697.pdf
21 王佑镁.论网络环境下基于电子学档的学习[J].开放教育研究,2002(6).
22 张伟远,王立勋.网上教学环境评定指标体系之研究[J].中国远程教育,总208.
23 祝智庭,钟志贤主编.现代教育技术--促进多元智能发展[M].华东师范大学出版社,2003.
24 K.A.PaPanikolaou,A Connectionist Approach for Supporting Personalized Learning in a Web-based Learning Environment[J].http://www.brunel.ac.uk
25 谢幼如等.网络课程的内容分析与评价研究[J].电化教育研究,2003(11).
26 Owen Conlan.The Multi-Model,Metadata Driven Approach to Personalised eLearning Services.Ph.D thesis.University of Dublin,Trinity College.http://www.cs.tcd.ie/Owen.Conlan/publications/Conlan_Thesis.pdf
27 Paul A.Kirschner.Cognitive load theory:mplications of cognitive load theory on the design of learning[J].Learning and Instruction 12(2002)1-10:5.
28 Maikish.Athena.Moodle A Free,Easy,and Constructivist Online Learning Tool.
29 Moodle官方网站.http://moodle.org/
30 Susan M.Miller.Using Instructional Theory to Facilitate Communication in Web-based Courses,Education Technology & Scoiety2(3),1999.
[1]尹睿,谢幼如.网络课程建设与实施问题的调查研究[J].中国远程教育,2004(9).
[2]徐峥等.网络课程开发现状和发展趋势[J].中国远程教育,2003(15).
[3]林君芬,余胜泉.关于我国网络课程现状与问题的思考[J].现代教育技术,200l(1).
[4]何克抗.现代教育技术和优质网络课程的设计与开发[J].中国电化教育,2004(6).
[5]梁林梅,焦建利.我国网络课程现状的调查分析与反思[J].开放教育研究,2002(6).
[6]DeBra,P.,Aerts,A.,Berden,B.,DeLange,B.,Rousseau,B.,Santic,T.,Smits,D.,Stash,N.(2003).AHA!The Adaptive Hypermedia Architecture.Proceedings of the ACM Hypertext Conference[C].ottingham,UK,August 2003.http://wwwis.win.tue.nl/-debra/ht03/pp401-debra.pdf
[7]陈琦,刘儒德.当代教育心理学[M].北京:北京师范大学出版社,1997.
[8]徐峥.远程教育课程开发模式的研究[J].中国远程教育,2005(1).
[9]杨开城.以学习活动为中心的教学设计理论[M].北京:电子工业出版社,2005.
[10]Robby Robson.object-oriented Instructional Design and Web-based Authoring [J].Journal of Interactive Learning Research,2001.1
[11]Theo Hug.Micro Learning and Narration:Exploring possibilities of utilization of narrations and storytelling for the designing of "Micro Units" and didactical micro-learning arrangements[C].Paper presented at the fourth Media in Transition conference,May 6-8,2005,MIT,Cambridge(MA),USA
[12]Jeroen J.G.van Merrienboer Paul Ayres.Research on Cognitive Load Theory and Its Design Implications for E-Learning[J].Educational Technology Research and Development,Vol 53,No 3,2005:6-8.
[13]张立新,张丽霞.论先行组织者教学技术[J].电化教育研究,1998(5).
[14]武法提.基于WEB的学习环境设计[J].电化教育研究,2000(4).
[15]李芒,李仲秋,黄建荣.网络探究式学习的心理学习环境设计[J].中国电化教育,2003(7).
[16]崔继馨等.网络课程内容的媒体呈现形式设计[J].天津广播电视大学学报,2003(6).
[17]乌美娜.教学设计[M].北京:中国高等教育出版社,1997.
[18]何克抗.建构土义学习环境下的教学设计[C].GCCCE'98学术论文集
[19]Brenda Bannad-Ritland Willham Brage 111 and Maum Collins.Link Theory,Educational Contents,and Instructional Strategies in Web-based Course Development[J].http://www.virtual.grnu.edu/EDIT611/BannanWB.annanWB.pdf
[20]Barbara Christe.Web-Based Courses:what Students Need to Know Aside from Content[J].http://www.asee.org/conferences/search/20697.pdf
[21]王佑镁.论网络环境下基于电子学档的学习[J].开放教育研究,2002(6).
[22]张伟远,王立勋.网上教学环境评定指标体系之研究[J].中国远程教育, 总208.
[23]祝智庭,钟志贤主编.现代教育技术--促进多元智能发展[M].华东师范大学出版社,2003.
[24]K.A.PaPanikolaou,A Connectionist Approach for Supporting Personalized Learning in a Web-based Learning Environment[J].http://www.brunel.ac.uk
[25]谢幼如等.网络课程的内容分析与评价研究[J].电化教育研究,2003(11).
[26]Owen Conlan.The Multi-Model,Metadata Driven Approach to Personalised eLearning Services.Ph.D thesis.University of Dublin,Trinity College.http://www.cs.tcd.ie/Owen.Conlan/publications/Conlan_Thesis.pdf
[27]Paul A.Kirschner.Cognitive load theory:implications of cognitive load theory on the design of learning[J].Learning and Instruction 12(2002)1-10:5
[28]Maikish.Athena.Moodle A Free,Easy,and Constructivist Online Learning Tool.
[29]Moodle官方网站.http://moodle.org/
[30]Susan M.Miller.Using Instructional Theory to Facilitate Communication in Web-based Courses,Education Technology & Scoiety2(3),1999.
2 徐峥等.网络课程开发现状和发展趋势[J].中国远程教育,2003(15).
3 林君芬,余胜泉.关于我国网络课程现状与问题的思考[J].现代教育技术,2001(1).
4 何克抗.现代教育技术和优质网络课程的设计与开发[J].中国电化教育,2004(6).
5 梁林梅,焦建利.我国网络课程现状的调查分析与反思[J].开放教育研究,2002(6).
6 De Bra,P.,Aerts,A.,Berden,B.,De Lange,B.,Rousseau,B.,Santic,T.,Smits,D.,Stash,N.(2003).AHA!The Adaptive Hypermedia Architecture.Proceedings of the ACM Hypertext Conference[C].ottingham,UK,August 2003.http://wwwis.win.tue.nl/-debra/ht03/pp401-debra.pdf
7 陈琦,刘儒德.当代教育心理学[M].北京:北京师范大学出版社,1997.
8 徐峥.远程教育课程开发模式的研究[J].中国远程教育,2005(1).
9 杨开城.以学习活动为中心的教学设计理论[M].北京:电子工业出版社,2005.
10 Robby Robson.object-oriented Instructional Design and Web-based Authoring[J].Journal of Interactive Learning Research,2001.1
11 Theo Hug.Micro Learning and Narration:Exploring possibilities of utilization of narrations and storytelling for the designing of"Micro Units" and didactical micro-learning arrangements[C].Paper presented at the fourth Media in Transition conference,May 6-8,2005,MIT,Cambridge(MA),USA
12 Jeroen J.G.van Merrienboer Paul Ayres.Research on Cognitive Load Theory and Its Design Implications for E-Learning[J].Educational Technology Research and Development,Vol 53,No 3,2005:6-8.
14 武法提.基于WEB的学习环境设计[J].电化教育研究,2000(4).
15 李芒,李仲秋,黄建荣.网络探究式学习的心理学习环境设计[J].中国电化教育,2003(7).
16 崔继馨等.网络课程内容的媒体呈现形式设计[J].天津广播电视大学学报,2003(6).
17 乌美娜.教学设计[M].北京:中国高等教育出版社,1997.
18 何克抗.建构土义学习环境下的教学设计[C].GCCCE′98学术论文集.
19 Brenda Bannad-Ritland Willham Brage 111 and Maurn Collins.Link Theory,Educational Contents,and Instructional Strategies in Web-based Course Development[J].http://www.virtual.grnu.edu/EDIT611/BannanWB.annanWB.pdf
20 Barbara Christe.Web-Based Courses:what Students Need to Know Aside from Content[J].http://www.asee.org/conferences/search/20697.pdf
21 王佑镁.论网络环境下基于电子学档的学习[J].开放教育研究,2002(6).
22 张伟远,王立勋.网上教学环境评定指标体系之研究[J].中国远程教育,总208.
23 祝智庭,钟志贤主编.现代教育技术--促进多元智能发展[M].华东师范大学出版社,2003.
24 K.A.PaPanikolaou,A Connectionist Approach for Supporting Personalized Learning in a Web-based Learning Environment[J].http://www.brunel.ac.uk
25 谢幼如等.网络课程的内容分析与评价研究[J].电化教育研究,2003(11).
26 Owen Conlan.The Multi-Model,Metadata Driven Approach to Personalised eLearning Services.Ph.D thesis.University of Dublin,Trinity College.http://www.cs.tcd.ie/Owen.Conlan/publications/Conlan_Thesis.pdf
27 Paul A.Kirschner.Cognitive load theory:mplications of cognitive load theory on the design of learning[J].Learning and Instruction 12(2002)1-10:5.
28 Maikish.Athena.Moodle A Free,Easy,and Constructivist Online Learning Tool.
29 Moodle官方网站.http://moodle.org/
30 Susan M.Miller.Using Instructional Theory to Facilitate Communication in Web-based Courses,Education Technology & Scoiety2(3),1999.
[1]尹睿,谢幼如.网络课程建设与实施问题的调查研究[J].中国远程教育,2004(9).
[2]徐峥等.网络课程开发现状和发展趋势[J].中国远程教育,2003(15).
[3]林君芬,余胜泉.关于我国网络课程现状与问题的思考[J].现代教育技术,200l(1).
[4]何克抗.现代教育技术和优质网络课程的设计与开发[J].中国电化教育,2004(6).
[5]梁林梅,焦建利.我国网络课程现状的调查分析与反思[J].开放教育研究,2002(6).
[6]DeBra,P.,Aerts,A.,Berden,B.,DeLange,B.,Rousseau,B.,Santic,T.,Smits,D.,Stash,N.(2003).AHA!The Adaptive Hypermedia Architecture.Proceedings of the ACM Hypertext Conference[C].ottingham,UK,August 2003.http://wwwis.win.tue.nl/-debra/ht03/pp401-debra.pdf
[7]陈琦,刘儒德.当代教育心理学[M].北京:北京师范大学出版社,1997.
[8]徐峥.远程教育课程开发模式的研究[J].中国远程教育,2005(1).
[9]杨开城.以学习活动为中心的教学设计理论[M].北京:电子工业出版社,2005.
[10]Robby Robson.object-oriented Instructional Design and Web-based Authoring [J].Journal of Interactive Learning Research,2001.1
[11]Theo Hug.Micro Learning and Narration:Exploring possibilities of utilization of narrations and storytelling for the designing of "Micro Units" and didactical micro-learning arrangements[C].Paper presented at the fourth Media in Transition conference,May 6-8,2005,MIT,Cambridge(MA),USA
[12]Jeroen J.G.van Merrienboer Paul Ayres.Research on Cognitive Load Theory and Its Design Implications for E-Learning[J].Educational Technology Research and Development,Vol 53,No 3,2005:6-8.
[13]张立新,张丽霞.论先行组织者教学技术[J].电化教育研究,1998(5).
[14]武法提.基于WEB的学习环境设计[J].电化教育研究,2000(4).
[15]李芒,李仲秋,黄建荣.网络探究式学习的心理学习环境设计[J].中国电化教育,2003(7).
[16]崔继馨等.网络课程内容的媒体呈现形式设计[J].天津广播电视大学学报,2003(6).
[17]乌美娜.教学设计[M].北京:中国高等教育出版社,1997.
[18]何克抗.建构土义学习环境下的教学设计[C].GCCCE'98学术论文集
[19]Brenda Bannad-Ritland Willham Brage 111 and Maum Collins.Link Theory,Educational Contents,and Instructional Strategies in Web-based Course Development[J].http://www.virtual.grnu.edu/EDIT611/BannanWB.annanWB.pdf
[20]Barbara Christe.Web-Based Courses:what Students Need to Know Aside from Content[J].http://www.asee.org/conferences/search/20697.pdf
[21]王佑镁.论网络环境下基于电子学档的学习[J].开放教育研究,2002(6).
[22]张伟远,王立勋.网上教学环境评定指标体系之研究[J].中国远程教育, 总208.
[23]祝智庭,钟志贤主编.现代教育技术--促进多元智能发展[M].华东师范大学出版社,2003.
[24]K.A.PaPanikolaou,A Connectionist Approach for Supporting Personalized Learning in a Web-based Learning Environment[J].http://www.brunel.ac.uk
[25]谢幼如等.网络课程的内容分析与评价研究[J].电化教育研究,2003(11).
[26]Owen Conlan.The Multi-Model,Metadata Driven Approach to Personalised eLearning Services.Ph.D thesis.University of Dublin,Trinity College.http://www.cs.tcd.ie/Owen.Conlan/publications/Conlan_Thesis.pdf
[27]Paul A.Kirschner.Cognitive load theory:implications of cognitive load theory on the design of learning[J].Learning and Instruction 12(2002)1-10:5
[28]Maikish.Athena.Moodle A Free,Easy,and Constructivist Online Learning Tool.
[29]Moodle官方网站.http://moodle.org/
[30]Susan M.Miller.Using Instructional Theory to Facilitate Communication in Web-based Courses,Education Technology & Scoiety2(3),1999.