行动者网络下数字化社区学习地图构成及运行机制
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摘要
在学习型城市建设大力推进和社区教育蓬勃发展的背景下,如何实现社区教育资源供给与社区学习者学习需求的有效对接成为人们所关注的问题,数字化社区学习地图就是解决这一问题的重要尝试。以行动者网络理论为视角,分析数字化社区学习地图的构成以及运行机制,并提出促进学习地图有效运行的策略,即提升信息技术素养、注重社会性交互、吸收更多的行动者和激活学习者的兴趣。由此,一方面使社区教育资源突破自身局限,实现资源有效整合和供给以及与学习需求的精准对接,另一方面使社区学习者能够快速有效地检索到社区教育资源,实现异地的知识沟通、协作和共享,增强对学习地图的归属感和认同感。
Under the background of the vigorous promotion of learning city construction and the vigorous development of community education,how to realize the effective connection between community education resource supply and the learning needs of community learners has become a concern of people. Digital community learning map is an important attempt to solve this problem. From the perspective of actor network theory,this paper analyzes the composition and operation mechanism of digital community learning maps,and put forward to strategies to promote the effective operation of learning maps. i. e.,improving information technology literacy,focusing on social interactions,absorbing more actors and activating learners' interest. On one hand,community education resources can break through their own limitations,realize effective resource integration and precise connection with learning needs. On the other hand,community learners can quickly and effectively retrieve community education resources,realize knowledge communication,collaboration and sharing in different places,and enhance the sense of belonging and identity to the learning map.
Under the background of the vigorous promotion of learning city construction and the vigorous development of community education,how to realize the effective connection between community education resource supply and the learning needs of community learners has become a concern of people. Digital community learning map is an important attempt to solve this problem. From the perspective of actor network theory,this paper analyzes the composition and operation mechanism of digital community learning maps,and put forward to strategies to promote the effective operation of learning maps. i. e.,improving information technology literacy,focusing on social interactions,absorbing more actors and activating learners' interest. On one hand,community education resources can break through their own limitations,realize effective resource integration and precise connection with learning needs. On the other hand,community learners can quickly and effectively retrieve community education resources,realize knowledge communication,collaboration and sharing in different places,and enhance the sense of belonging and identity to the learning map.
引文
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[24]John Law. Organizing Modernity[M]. Oxford:Blackwell,1994:15.
[25]郭俊立.巴黎学派的行动者网络理论及其哲学意蕴评析[J].自然辩证法研究,2007(2):104-108.
[26]屠羽,彭本红.城市雾霾风险的多维分析与行动者网络治理[J].青海社会科学,2017(2):63-71.
[27][法]布鲁诺·拉图尔.科学在行动:怎样在社会中跟随科学家和工程师[M].刘文旋,郑开,译.北京:东方出版社,2005:185.
[28][丹]克努兹·伊列雷斯著.我们如何学习:全视角学习理论[M].孙玫璐,译,北京:教育科学出版社,2010:224.
[2]UNESCO. Recommendation on Adult Learning and Eduction[EB/OL].[2016-08-16]. http://unesdoc. unesco. org/images/0024/002451/245119M. pdf#page=3
[3]Law J. Actor Network Theory and Material Semiotics[J]. New Blackwell Companion to Social Theory,2009:15-19.
[4]Fenwick T,Edwards R. Actor-Network Theory in Education[M]. Oxen:Routledge,2010:Preface:1.
[5]周桂林,何明升.动者网络理论的困境及出路——以虚拟社区系统的社会建构为例[J].自然辩证法研究,2009(9):78-83.
[6]Wright S,Parchoma G. Technologies for learning? An actornetwork theory critique of ‘affordances’in research on mobile learning[J]. Research in Learning Technology,2011,19(3):247-258.
[7]Johannesen M,Erstad O,Habib L. Virtual learning environments as sociomaterial agents in the network of teaching practice[J].Computers&Education,2012,59(2):785-792.
[8]Aileen Ackland,Ann Swinney. Material Matters for Learning in Virtual Networks:A Case Study of a Professional Learning Programme Hosted in a Google+Online Community.[J]. Research in Learning Technology,2015,23.
[9]方引青,吴洪.基于行动者网络理论的虚拟世界融合动力机制探析[J].价值工程,2013(30):1-5.
[10]郑锦菁,刘学莘.基于行动者网络理论的慕课可持续发展探究[J].吉林省教育学院学报,2017(1):71-73.
[11][美]吉姆·威廉姆斯,史蒂夫·罗森伯姆,著.学习路径图[M].朱春雷,译.南京:南京大学出版社,2010:12.
[12]Wang K T,Huang Y M,Jeng Y L,et al. A blog-based dynamic learning map[J]. Computers&Education,2008,51(1):262-278.
[13]张国杰,吴杰峰,刘路莎,等.基于微信小程序的数字化社区学习地图开发[J].广州大学学报(社会科学版),2017(11):57-63.
[14]冯叶飞,马赛君.基于“学习地图”的社区教育发展研究——以宁波市江北区为例[J].河北大学成人教育学院学报,2018(3):35-39.
[15]Fenwick T,Edwards R. Actor-network theory in education[M]. Routledge,2010:Preface.
[16]Mitev N. In and out of actor-network theory:a necessary but insufficient journey[J]. Information Technology&People,2009(1):9-25.
[17]Latour B. Science in action:How to follow scientists and engineers through society[M]. Boston:Harvard University press,1987.
[18][美]杰弗里·A.迈尔斯.管理与组织研究必读的40个理论[M].徐世勇,李超平,等,译.北京:北京大学出版社,2017:23.
[19]徐孝娟,赵宇翔,孙建军.行动者网络理论视角下的CALIS运行机制[J].情报资料工作,2015(5):45-52.
[20]Latour,Bruno. Give me a Laboratory and I Shall Move the World[J]. Teksty Drugie,2009(1):163-192.
[21]Richard Joseph. Understanding the Digital Divide[J]. Oecd Digital Economy Papers,2001,19(4):333-336.
[22]王美,随晓筱.新数字鸿沟:信息技术促进教育公平的新挑战[J].现代远程教育研究,2014(4):97-103.
[23]张国杰,吴杰峰,刘路莎,等.基于微信小程序的数字化社区学习地图开发[J].广州大学学报(社会科学版),2017(11):57-63.
[24]John Law. Organizing Modernity[M]. Oxford:Blackwell,1994:15.
[25]郭俊立.巴黎学派的行动者网络理论及其哲学意蕴评析[J].自然辩证法研究,2007(2):104-108.
[26]屠羽,彭本红.城市雾霾风险的多维分析与行动者网络治理[J].青海社会科学,2017(2):63-71.
[27][法]布鲁诺·拉图尔.科学在行动:怎样在社会中跟随科学家和工程师[M].刘文旋,郑开,译.北京:东方出版社,2005:185.
[28][丹]克努兹·伊列雷斯著.我们如何学习:全视角学习理论[M].孙玫璐,译,北京:教育科学出版社,2010:224.