新技术视域下的教学创新:从趣悦学习到机器人陪伴学习——英国开放大学《创新教学报告》(2019版)解读
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摘要
AI技术和5G通信技术的逐步应用,为教育提供了更多的可能。随着信息技术和教育的深度融合,教育改革和创新的呼声越来越高。英国开放大学领衔发布了一系列的《创新教学报告》(以下简称《报告》),着重介绍和探讨了技术支持下教育领域出现的、可能会带来巨大影响力的"创新教学法"。2019年度的《报告》,从"用新技术赋能教学"、"应对未来社会变革与挑战"、"创新已有教学法",以及"为教育开辟新可能"四个主题入手,介绍了十个年度创新教学法及其对应的教学实践案例。其中,"机器人陪伴学习"和"基于无人机的学习"两个教学法,代表了前沿技术对教学的影响。前者重新定义了教师的工作任务,让教师腾出更多时间从事创造性、情感性、启发性的工作;后者为学习者观察和记录提供了新视角,扩展了学习空间。新技术还给"趣悦学习"、"通过奇观学习"和"基于地点的学习"这些教学法带来了新生,强化了这些教学法在探索、合作和交流方面的能力。《报告》还提醒我们,在关注新技术发展和应用的同时,更应聚焦当前迫切要解决的,以及影响人类社会长远发展的教育和社会问题,以教学创新重塑教育。在此,对2019年《报告》中介绍的创新教学理论和案例进行的深度解读,内容包括:《报告》发布的背景、编写团队和编写过程、报告的核心价值理念、十个创新教学法的内容概要和点评。《报告》进一步加深了对教学法内容的分析和讨论:新技术为重构学习空间提供了可能;新技术赋能教育将有助重塑教育;教学创新为我国推进智慧教育提供了经验和参考。
With the deep integration of information technology and education, especially AI and 5 G communication technology offer more possibilities to education, the voice of education reform and innovation is getting higher and higher. The Open University in UK has published a series of Innovative Pedagogy Report(here in after referred to as Report), which highlights and discusses pedagogical innovations that may have impacts in education. The 2019 Report introduces ten annual innovating pedagogies in four themes as empowering teaching with new technologies, coping with future social changes and challenges, innovating existing pedagogies with new technology, and opening up new possibilities for education. Among them, there are two pedagogies-"learning with robots" and "drone-based learning", which represent the influence of cutting-edge technology on teaching. The former re-defines teacher's tasks, sparing teachers more time for creativity and inspiration work; the latter provides a new perspective for observation,and extending the learning space. Some pedagogies have been renewed with new technology, as "playful learning", "learning through wonder" and "location-based learning", strengthening the ability of these pedagogies in exploration, cooperation and communication.This Report also reminds us that while paying attention to the application of new technologies, we should put more focus on the educational and social issues urgently, the long-term development of human society, and re-image education with innovating pedagogies.Here, we interpret the innovating pedagogies and cases studies in the 2019 Report, introduce the background of the report, the author team and the writing process, the core values and principles to choose pedagogies, and give briefs of the ten annual pedagogies.Then, the authors do some further analysis and discussions on the Report: new technologies will provide more possibilities to reconstruct the learning space; empowered with technology, education will be re-imaged and re-shaped; and innovating pedagogies will offer experience and reference to promote smart education in China.
With the deep integration of information technology and education, especially AI and 5 G communication technology offer more possibilities to education, the voice of education reform and innovation is getting higher and higher. The Open University in UK has published a series of Innovative Pedagogy Report(here in after referred to as Report), which highlights and discusses pedagogical innovations that may have impacts in education. The 2019 Report introduces ten annual innovating pedagogies in four themes as empowering teaching with new technologies, coping with future social changes and challenges, innovating existing pedagogies with new technology, and opening up new possibilities for education. Among them, there are two pedagogies-"learning with robots" and "drone-based learning", which represent the influence of cutting-edge technology on teaching. The former re-defines teacher's tasks, sparing teachers more time for creativity and inspiration work; the latter provides a new perspective for observation,and extending the learning space. Some pedagogies have been renewed with new technology, as "playful learning", "learning through wonder" and "location-based learning", strengthening the ability of these pedagogies in exploration, cooperation and communication.This Report also reminds us that while paying attention to the application of new technologies, we should put more focus on the educational and social issues urgently, the long-term development of human society, and re-image education with innovating pedagogies.Here, we interpret the innovating pedagogies and cases studies in the 2019 Report, introduce the background of the report, the author team and the writing process, the core values and principles to choose pedagogies, and give briefs of the ten annual pedagogies.Then, the authors do some further analysis and discussions on the Report: new technologies will provide more possibilities to reconstruct the learning space; empowered with technology, education will be re-imaged and re-shaped; and innovating pedagogies will offer experience and reference to promote smart education in China.
引文
[1]Panke S.Behind the Scenes of“Innovating Pedagogy”[EB/OL].[2019-01-10].http://www.aace.org/review/behind-the-scenes-of-innovating-pedagogy-an-interview-with-mike-sharples.
[2]Ferguson R,Coughlan T,Egelandsdal K,et al.Innovating Pedagogy2019:Exploring New Forms of Teaching,Learning and Assessment,to Guide Educators and Policy Makers[EB/OL].[2019-01-10].https://iet.open.ac.uk/file/innovating-pedagogy-2019.pdf.
[3]IET.About the Institute of Educational Technology[EB/OL].[2019-01-10].https://iet.open.ac.uk/pages/about.
[4]Panke S.Behind the Scenes of“Innovating Pedagogy 2019”[EB/OL].[2019-01-10].https://www.aace.org/review/behind-the-scenes-ofinnovating-pedagogy-2019-an-interview-with-rebecca-ferguson.
[5][28]董丽丽,罗清,王如斌.国际视野下创新教学法的特征分析与思考---2012-2017年英国开放大学《创新教学报告》内容分析研究[J].远程教育杂志,2018(6):62-72.
[6]EdTechnology.Pedagogical Trends for 2019 Balance Tech with Holistic Learning[EB/OL].[2019-01-13].https://edtechnology.co.uk/Article/pedagogical-trends-for-2019-balance-tech-with-holistic-learning/.
[7]Middleditch K.Play,Wonder and Empathy:The Next Big Educational Trends Identified.The Open University[EB/OL].[2019-01-13].https://ounews.co/education-languages-health/education/play-wonder-and-empathy-the-next-big-educational-trends-identified.
[8]周进,安涛,韩雪婧.国际机器人教育研究前沿与热点---基于Web of Science文献的可视化分析[J].开放教育研究,2018(4):43-52.
[9]García-Saura C,González-Gómez J.Low Cost Education Platform for Robotics,Using Opensource 3D Printers and Opensource Hardware[C].ICERI Conference,2012.
[10]百度百科.“无人机”词条[EB/OL].[2019-01-17].https://baike.baidu.com/item/无人机/.
[11]Mind Spark Learning.Apply Drones in Education to Real-World Problems[EB/OL].[2019-01-18].https://www.mymindsparklearning.org/blog-2/real-world-applicability-drones-in-education.
[12]Joch A.With Drones,Students Tackle Complex Topics.EdTech[EB/OL].[2019-01-17].https://edtechmagazine.com/k12/article/2018/03/drones-students-tackle-complex-topics.
[13]曾兰芳,王艳,黄荣怀.行动学习法在教师教育技术培训中的应用[J].中国电化教育,2004(2):19-22.
[14]Curtin J.Action Learning in Virtual Higher Education:Applying Leadership Theory[J].Action Learning:Research and Practice,2016(2):151-159.
[15]Roots of Empathy.Research Overview[EB/OL].[2019-01-18].http://rootsofempathy.org/research/.
[16]Schonert-Reichl K A,Smith V,Zaidman-Zait A,Hertzman C.Promoting Children’s Prosocial Behaviors in School:Impact of the“Roots of Empathy”Program on the Social and Emotional Competence of School-aged Children[J].School Mental Health,2012,4(1):1-21.
[17]Experience Design MFA.Virtual Studios[EB/OL].[2019-01-20].https://miamioh.edu/cca/xdmfa/about/virtual-studios/.
[18]桑新民.学习究竟是什么---多学科视野中的学习研究论纲[J].开放教育研究,2005(1):8-17.
[19]吴宝席.让学生的思维在课堂教学中“可视化”[J].新课程研究(上旬刊),2016(8):40-43.
[20]魏善春.加拿大课堂教学“让思维可见”[N].中国教育报,2018-03-30(007).
[21]Wikipedia.“Learning through play”词条[EB/OL].[2019-01-15].https://en.wikipedia.org/wiki/Learning_through_play.
[22]McFall M.Using Heritages and Practices of Wonder to Design a Primary-School-Based Intervention[D].University of Nottingham,2014.
[23]Promise of Place.What is Place-Based Education?[EB/OL].[2019-01-16].https://promiseofplace.org/what-is-pbe/what-is-placebased-education.
[24]Davies S,Collins T,Gaved M,Bartlett J,Valentine C,Mc Cann L.Enabling Remote Activity:Using Mobile Technology for Remote Participation in Geoscience Fieldwork[C].EGU General Assembly,2010.
[25]MASELTOV.MASELTOV folder[EB/OL].[2019-01-16].http://www.maseltov.eu/.
[26]杰里米·诺克斯,肖俊洪.慕课革命进展如何:慕课的三大变化主题[J].中国远程教育,2018(1):53-62+80.
[27]Rizvi F.Postcolonialism and Globalization in Education[J].Cultural Studies-Critical Methodologies,2007(3):256-263.
[29]Innovating Pedagogy-new Report[EB/OL].[2019-01-20].http://acreelman.blogspot.com/2017/12/innovating-pedagogy-new-report.html.
[30][34]祝智庭,魏非.教育信息化2.0:智能教育启程,智慧教育领航[J].电化教育研究,2018(9):5-16.
[31]李艳,姚佳佳.高等教育技术应用的热点与趋势---《地平线报告》(2018高教版)及十年回顾[J].开放教育研究,2018(6):12-28.
[32]中华人民共和国教育部.教育信息化2.0行动计划[EB/OL].(2018-04-18)[2019-02-01].http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html.
[33]祝智庭,魏非.面向智慧教育的教师发展创新路径[J].中国教育学刊,2017(9):21-28.
(1)文明:Civilization是由MicroProse公司于1991年出品的一款回合制策略性游戏。玩家扮演着一个文明的统治者,在大陆地上建立一个伟大的帝国,并尝试扩张及开发他的帝国。目前该游戏已发布到了文明7,成为最受欢迎的战略游戏之一。
(2)雷鸟来袭:Thunderbird Strike是由ElizabethLaPensée于2017年发布的游戏。雷鸟是北美土著神话中的传奇生物。在这款游戏中,玩家控制雷鸟试图破坏石油工业的基础设施和设备,同时复活死去的野生动物。这个游戏体现了原住民对在其土地上修建石油管道的抗议,同时讲述原住民自己的文化故事。
(3)《地平线报告》(基础教育版)2018年并未发布,此处引用2017《地平线报告》(基础教育版)。
[2]Ferguson R,Coughlan T,Egelandsdal K,et al.Innovating Pedagogy2019:Exploring New Forms of Teaching,Learning and Assessment,to Guide Educators and Policy Makers[EB/OL].[2019-01-10].https://iet.open.ac.uk/file/innovating-pedagogy-2019.pdf.
[3]IET.About the Institute of Educational Technology[EB/OL].[2019-01-10].https://iet.open.ac.uk/pages/about.
[4]Panke S.Behind the Scenes of“Innovating Pedagogy 2019”[EB/OL].[2019-01-10].https://www.aace.org/review/behind-the-scenes-ofinnovating-pedagogy-2019-an-interview-with-rebecca-ferguson.
[5][28]董丽丽,罗清,王如斌.国际视野下创新教学法的特征分析与思考---2012-2017年英国开放大学《创新教学报告》内容分析研究[J].远程教育杂志,2018(6):62-72.
[6]EdTechnology.Pedagogical Trends for 2019 Balance Tech with Holistic Learning[EB/OL].[2019-01-13].https://edtechnology.co.uk/Article/pedagogical-trends-for-2019-balance-tech-with-holistic-learning/.
[7]Middleditch K.Play,Wonder and Empathy:The Next Big Educational Trends Identified.The Open University[EB/OL].[2019-01-13].https://ounews.co/education-languages-health/education/play-wonder-and-empathy-the-next-big-educational-trends-identified.
[8]周进,安涛,韩雪婧.国际机器人教育研究前沿与热点---基于Web of Science文献的可视化分析[J].开放教育研究,2018(4):43-52.
[9]García-Saura C,González-Gómez J.Low Cost Education Platform for Robotics,Using Opensource 3D Printers and Opensource Hardware[C].ICERI Conference,2012.
[10]百度百科.“无人机”词条[EB/OL].[2019-01-17].https://baike.baidu.com/item/无人机/.
[11]Mind Spark Learning.Apply Drones in Education to Real-World Problems[EB/OL].[2019-01-18].https://www.mymindsparklearning.org/blog-2/real-world-applicability-drones-in-education.
[12]Joch A.With Drones,Students Tackle Complex Topics.EdTech[EB/OL].[2019-01-17].https://edtechmagazine.com/k12/article/2018/03/drones-students-tackle-complex-topics.
[13]曾兰芳,王艳,黄荣怀.行动学习法在教师教育技术培训中的应用[J].中国电化教育,2004(2):19-22.
[14]Curtin J.Action Learning in Virtual Higher Education:Applying Leadership Theory[J].Action Learning:Research and Practice,2016(2):151-159.
[15]Roots of Empathy.Research Overview[EB/OL].[2019-01-18].http://rootsofempathy.org/research/.
[16]Schonert-Reichl K A,Smith V,Zaidman-Zait A,Hertzman C.Promoting Children’s Prosocial Behaviors in School:Impact of the“Roots of Empathy”Program on the Social and Emotional Competence of School-aged Children[J].School Mental Health,2012,4(1):1-21.
[17]Experience Design MFA.Virtual Studios[EB/OL].[2019-01-20].https://miamioh.edu/cca/xdmfa/about/virtual-studios/.
[18]桑新民.学习究竟是什么---多学科视野中的学习研究论纲[J].开放教育研究,2005(1):8-17.
[19]吴宝席.让学生的思维在课堂教学中“可视化”[J].新课程研究(上旬刊),2016(8):40-43.
[20]魏善春.加拿大课堂教学“让思维可见”[N].中国教育报,2018-03-30(007).
[21]Wikipedia.“Learning through play”词条[EB/OL].[2019-01-15].https://en.wikipedia.org/wiki/Learning_through_play.
[22]McFall M.Using Heritages and Practices of Wonder to Design a Primary-School-Based Intervention[D].University of Nottingham,2014.
[23]Promise of Place.What is Place-Based Education?[EB/OL].[2019-01-16].https://promiseofplace.org/what-is-pbe/what-is-placebased-education.
[24]Davies S,Collins T,Gaved M,Bartlett J,Valentine C,Mc Cann L.Enabling Remote Activity:Using Mobile Technology for Remote Participation in Geoscience Fieldwork[C].EGU General Assembly,2010.
[25]MASELTOV.MASELTOV folder[EB/OL].[2019-01-16].http://www.maseltov.eu/.
[26]杰里米·诺克斯,肖俊洪.慕课革命进展如何:慕课的三大变化主题[J].中国远程教育,2018(1):53-62+80.
[27]Rizvi F.Postcolonialism and Globalization in Education[J].Cultural Studies-Critical Methodologies,2007(3):256-263.
[29]Innovating Pedagogy-new Report[EB/OL].[2019-01-20].http://acreelman.blogspot.com/2017/12/innovating-pedagogy-new-report.html.
[30][34]祝智庭,魏非.教育信息化2.0:智能教育启程,智慧教育领航[J].电化教育研究,2018(9):5-16.
[31]李艳,姚佳佳.高等教育技术应用的热点与趋势---《地平线报告》(2018高教版)及十年回顾[J].开放教育研究,2018(6):12-28.
[32]中华人民共和国教育部.教育信息化2.0行动计划[EB/OL].(2018-04-18)[2019-02-01].http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html.
[33]祝智庭,魏非.面向智慧教育的教师发展创新路径[J].中国教育学刊,2017(9):21-28.
(1)文明:Civilization是由MicroProse公司于1991年出品的一款回合制策略性游戏。玩家扮演着一个文明的统治者,在大陆地上建立一个伟大的帝国,并尝试扩张及开发他的帝国。目前该游戏已发布到了文明7,成为最受欢迎的战略游戏之一。
(2)雷鸟来袭:Thunderbird Strike是由ElizabethLaPensée于2017年发布的游戏。雷鸟是北美土著神话中的传奇生物。在这款游戏中,玩家控制雷鸟试图破坏石油工业的基础设施和设备,同时复活死去的野生动物。这个游戏体现了原住民对在其土地上修建石油管道的抗议,同时讲述原住民自己的文化故事。
(3)《地平线报告》(基础教育版)2018年并未发布,此处引用2017《地平线报告》(基础教育版)。