面向碎片化学习时代微视频课程的内容设计
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摘要
在智慧教育引领和学习技术干预下,碎片化学习时代对学习资源有着新的需求。由于学习时空的分割、学习媒体的多元化和学习注意力稳定性变弱,人们需要微型学习资源以适应新的学习文化和学习方式。随着网络媒体技术的快速发展,教学视频成为传播和共享知识的重要载体,尤其是近年来倡导学习资源走向开放、多元、共享,开放的教学视频课程对教育产生了真真切切的影响,而微视频课程作为碎片化学习时代发展下的新课程形态能满足学习者需求。基于以上现实背景,微视频课程自然成为教育领域关注的重点。为提高微视频课程的使用价值,更好地满足碎片化学习的需求,微视频课程的内容设计成为重要研究内容。本研究旨在分析微视频课程的内容分解设计策略,根据SMCR传播模式和ARCS动机模型建构教学微视频的“心动”设计模型,提出促进学习者“心动”的教学微视频设计策略,为微视频课程内容的设计者和教学者提供更好的帮助。
论文共分五章：
第一章主要探讨学习方式转型下的碎片化学习内涵、表现特征、优缺点以及其学习内容需求的转变,阐述了微视频课程的内涵、特征,比较了微视频课程与传统课程的区别,从而提出微视频课程这种新课程形态能满足碎片化学习需求。
第二章主要梳理和比较当前与微视频课程相关且易混淆的概念,分析微视频课程的演变发展脉络以及主要应用趋向,对当前国内外代表性的微视频课程及其内容进行比较分析,提出了教学微视频分类框架,通过内容分析法对教学微视频进行抽样调查与分析,总结当前教学微视频的相关特征。
第三章主要探讨微视频课程内容设计的理论基础,从生态观的视角阐述了研究视域,提出了以学习者为中心、微观设计、整体设计和极简设计的设计理念,从教育、心理、技术、艺术和社会的视角,从宏观的课程内容结构层面和微观的教学微视频层面提出微视频课程的内容设计框架,并阐述了微视频课程的内容设计过程。
第四章主要分析微视频课程内容分解设计的思想原则,探讨了基于知识点的内容分解与关联设计方法。从列夫.曼诺维奇(Lev Manovich)的新媒介心理意义互动的视角,提出了“心动”设计。根据SMCR传播模式分析了教学微视频的影响要素,基于教学微视频的影响要素和ARCS动机模型建构了教学微视频的“心动”设计模型,从知识内容、教师教学艺术和视频表征三个方面探讨了促进学习者“心动”的教学微视频设计策略。
第五章进行微视频课程的内容设计实践研究。根据微视频课程的内容设计策略,阐述了实践案例《幼儿园创意手工》这个微视频课程的内容设计过程,在对此课程进行开发与投入教学应用后,对课程内容的设计效果以及基于此课程的学习效果进行了反思和总结,随后,基于第一个案例的不足,设计和开发第二个课程案例《大学语文》，阐述了设计过程,最后对实践研究进行反思和总结。
Fragment learning, which is intervened by smart education and learning technology notion, is confronting new demanding of learning resources. Besides, the micro learning resource is highly needed by educators due to learning space division, multiple learning media and the weaker stability of learning concentration. Apart from that, due to the rapid development of web media technology, instructional video resourcesbecome significant carriers for delivering and sharing knowledge.Recently, learning resources is emphasising towards open, multiple and sharing mode. Moreover, teaching video resources Have been significantly affecting the education transformation.In addition, as a new format of fragment-based learning, instructional micro-video resources can rationally meet learners' needs. Following on, the micro-video course is a key field which should be paid close attention by educators. In order to increase the integrative value of micro-video courseand meet the needs of fragmented learning, the content design of micro-video becomes a significant research area. Accordingly, this research aims to explore the design strategies for course content decompose. The research then proposes a so called 'learner-motivated' instructional micro-video design model as a reference to micro-video course designer and instructors.
This research is divided into five parts:
Chapter one discusses the concept, characteristics, advantages and disadvantages, and learning content change of fragment learning in the context of transformative learning context. In addition, this chapter also explores the concept and characteristics of micro-video course, and the differences between traditional course and micro-video course. Following on, the significance of micro-course meeting the demand of fragment learning is also discussed.
Chapter two first clarifies the concept of micro-video course with other concepts. It then analyses some micro-video websites in education field mapping dimensions, their applicability and development trend of commonly used micro-video.This chapter also compares between international typical micro-video courses and then put forward the category framework. Finally, this chapter randomly draws samples from instructional micro videosguided by the content analysis approach, and then summarized the key characteristics of micro videos.
Chapter three mainly discusses the theory foundation of designing micro-video course. It then demonstrates scope of this present research from the ecological perspective. This chapter then puts forward a design which is combined with student-centred, micro design, integral design notion. Finally, this chapter discusses the design process of micro-video course and the put forwards the design framework from the macro-content based and micro-instruction based level and from the theories of education, psychology, technology, arts and social context.
Chapter four mainly analyses the rationales of decompose design of micro-video course and the knowledge-based approaches of decomposition and relation design. According Lev Manovich's theory about interactivity of digital myth, this research proposes a'learner-motivated'design model. This model is adapted fromthe impact factors in the SMCR communication model and the ARCS motivation model. The 'learner-motivated'design model comprises three dimensions:knowledge content, teaching arts, and video characterization.
Chapter five discusses the practical integration of micro-video course. According to the content design strategies of micro-video course, this chapter elaborates the design process, integration details, and learning outcomes of a micro-video case called "Creative handcraft in kindergartens". After summarizing the shortages of this case course, this research involves the design and exploration work of second case course called 'Chinese for higher education'. Finally, this chapter reflects and concludes the design process and integration practices of the second case.
论文共分五章：
第一章主要探讨学习方式转型下的碎片化学习内涵、表现特征、优缺点以及其学习内容需求的转变,阐述了微视频课程的内涵、特征,比较了微视频课程与传统课程的区别,从而提出微视频课程这种新课程形态能满足碎片化学习需求。
第二章主要梳理和比较当前与微视频课程相关且易混淆的概念,分析微视频课程的演变发展脉络以及主要应用趋向,对当前国内外代表性的微视频课程及其内容进行比较分析,提出了教学微视频分类框架,通过内容分析法对教学微视频进行抽样调查与分析,总结当前教学微视频的相关特征。
第三章主要探讨微视频课程内容设计的理论基础,从生态观的视角阐述了研究视域,提出了以学习者为中心、微观设计、整体设计和极简设计的设计理念,从教育、心理、技术、艺术和社会的视角,从宏观的课程内容结构层面和微观的教学微视频层面提出微视频课程的内容设计框架,并阐述了微视频课程的内容设计过程。
第四章主要分析微视频课程内容分解设计的思想原则,探讨了基于知识点的内容分解与关联设计方法。从列夫.曼诺维奇(Lev Manovich)的新媒介心理意义互动的视角,提出了“心动”设计。根据SMCR传播模式分析了教学微视频的影响要素,基于教学微视频的影响要素和ARCS动机模型建构了教学微视频的“心动”设计模型,从知识内容、教师教学艺术和视频表征三个方面探讨了促进学习者“心动”的教学微视频设计策略。
第五章进行微视频课程的内容设计实践研究。根据微视频课程的内容设计策略,阐述了实践案例《幼儿园创意手工》这个微视频课程的内容设计过程,在对此课程进行开发与投入教学应用后,对课程内容的设计效果以及基于此课程的学习效果进行了反思和总结,随后,基于第一个案例的不足,设计和开发第二个课程案例《大学语文》，阐述了设计过程,最后对实践研究进行反思和总结。
Fragment learning, which is intervened by smart education and learning technology notion, is confronting new demanding of learning resources. Besides, the micro learning resource is highly needed by educators due to learning space division, multiple learning media and the weaker stability of learning concentration. Apart from that, due to the rapid development of web media technology, instructional video resourcesbecome significant carriers for delivering and sharing knowledge.Recently, learning resources is emphasising towards open, multiple and sharing mode. Moreover, teaching video resources Have been significantly affecting the education transformation.In addition, as a new format of fragment-based learning, instructional micro-video resources can rationally meet learners' needs. Following on, the micro-video course is a key field which should be paid close attention by educators. In order to increase the integrative value of micro-video courseand meet the needs of fragmented learning, the content design of micro-video becomes a significant research area. Accordingly, this research aims to explore the design strategies for course content decompose. The research then proposes a so called 'learner-motivated' instructional micro-video design model as a reference to micro-video course designer and instructors.
This research is divided into five parts:
Chapter one discusses the concept, characteristics, advantages and disadvantages, and learning content change of fragment learning in the context of transformative learning context. In addition, this chapter also explores the concept and characteristics of micro-video course, and the differences between traditional course and micro-video course. Following on, the significance of micro-course meeting the demand of fragment learning is also discussed.
Chapter two first clarifies the concept of micro-video course with other concepts. It then analyses some micro-video websites in education field mapping dimensions, their applicability and development trend of commonly used micro-video.This chapter also compares between international typical micro-video courses and then put forward the category framework. Finally, this chapter randomly draws samples from instructional micro videosguided by the content analysis approach, and then summarized the key characteristics of micro videos.
Chapter three mainly discusses the theory foundation of designing micro-video course. It then demonstrates scope of this present research from the ecological perspective. This chapter then puts forward a design which is combined with student-centred, micro design, integral design notion. Finally, this chapter discusses the design process of micro-video course and the put forwards the design framework from the macro-content based and micro-instruction based level and from the theories of education, psychology, technology, arts and social context.
Chapter four mainly analyses the rationales of decompose design of micro-video course and the knowledge-based approaches of decomposition and relation design. According Lev Manovich's theory about interactivity of digital myth, this research proposes a'learner-motivated'design model. This model is adapted fromthe impact factors in the SMCR communication model and the ARCS motivation model. The 'learner-motivated'design model comprises three dimensions:knowledge content, teaching arts, and video characterization.
Chapter five discusses the practical integration of micro-video course. According to the content design strategies of micro-video course, this chapter elaborates the design process, integration details, and learning outcomes of a micro-video case called "Creative handcraft in kindergartens". After summarizing the shortages of this case course, this research involves the design and exploration work of second case course called 'Chinese for higher education'. Finally, this chapter reflects and concludes the design process and integration practices of the second case.
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