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Social Learning - Presentation at SocialLearnLab (in Chinese)

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Presentation about Social Learning and open education research given at SocialLearnLab meeting, Beijing Normal University, May 31, 2009. (In Chinese).
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社区性学高等教育与比教育, 多大学 侯爽
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Page 1: Social Learning - Presentation at SocialLearnLab (in Chinese)

社区性学习

高等教育与比较教育, 多伦多大学侯爽

Page 2: Social Learning - Presentation at SocialLearnLab (in Chinese)
Page 3: Social Learning - Presentation at SocialLearnLab (in Chinese)

Social

社区性

社会性

以链接为本以交流为本

Page 4: Social Learning - Presentation at SocialLearnLab (in Chinese)

Learn

教育

学校

分老师学生

以学生为本

Page 5: Social Learning - Presentation at SocialLearnLab (in Chinese)

Lab

实验

Beta

暂时

创造能力

测试合作

主动力

不怕错

Page 6: Social Learning - Presentation at SocialLearnLab (in Chinese)

大发

你应该去剪头你的肚子太

你 在的玩笑不好玩

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内容

关于资源的两句话社区性学习“对等大学”

人际网络 - 英文与中文的开放教育世界

Page 8: Social Learning - Presentation at SocialLearnLab (in Chinese)

关于资源的两句话

Page 9: Social Learning - Presentation at SocialLearnLab (in Chinese)

透明: 越多越好, 应该是”快照”的模型. 作用: 给别的老师启发, 比较教育, 例子: 电影.

直接使用: 研发很贵, 不容易重复利用, 在某些领域能很有效果. 例子: 卡内基梅隆大学的OLI.

重复利用: 最重要是开放许可, 和可编辑的文件格式. 质量不太重要.

三个目的/用法

Page 10: Social Learning - Presentation at SocialLearnLab (in Chinese)

跟我一起来访问若干国家的大学经过开放的窗户看看他们怎教书

Page 11: Social Learning - Presentation at SocialLearnLab (in Chinese)

Open Education Videos around the world

Page 12: Social Learning - Presentation at SocialLearnLab (in Chinese)

OLI CMU mainpage

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重复利用

精品课程好不好? 这个问题没有用. 他有没有什么我们可以用的... 才是好问题.

模式:

* 链接到一部分 (一个文章, 一部电影). 所有的模块要有自己的地址(url).

* 拿一部分, 编辑, 跟别的资源使结合(开放许可和可编辑的文件格式很重要)

Page 14: Social Learning - Presentation at SocialLearnLab (in Chinese)

社区性学习

Page 15: Social Learning - Presentation at SocialLearnLab (in Chinese)

学校提供什么重要的?

教案资源任务限期

“同生群” (cohort)

指导反馈文凭

Page 16: Social Learning - Presentation at SocialLearnLab (in Chinese)

90

intro open ed I

90

Page 17: Social Learning - Presentation at SocialLearnLab (in Chinese)

Intro Oed schedule

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Intro Oed Participants introducing themselves

Page 19: Social Learning - Presentation at SocialLearnLab (in Chinese)

RSTM week 1 top

Page 20: Social Learning - Presentation at SocialLearnLab (in Chinese)

RSTM week 1 small

Page 21: Social Learning - Presentation at SocialLearnLab (in Chinese)

RSTM Week 1 comments

Page 22: Social Learning - Presentation at SocialLearnLab (in Chinese)

Designing for flexible learning practices

Page 23: Social Learning - Presentation at SocialLearnLab (in Chinese)

Facilitating online communities

Page 24: Social Learning - Presentation at SocialLearnLab (in Chinese)

Eval elearning best practices

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100

connnectivism cour

100

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accreditation

102

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基于能力鉴定合格 /

个人学习审核

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Page 30: Social Learning - Presentation at SocialLearnLab (in Chinese)

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p2pu

101

Page 31: Social Learning - Presentation at SocialLearnLab (in Chinese)

实验性的项目

建造一个开放教育的平台

制造全开放的教案

进行社区性教学

各种各样题目

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Page 33: Social Learning - Presentation at SocialLearnLab (in Chinese)

过程

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Page 35: Social Learning - Presentation at SocialLearnLab (in Chinese)

三州人的虚拟合作

Page 36: Social Learning - Presentation at SocialLearnLab (in Chinese)

管理/培养社区

Page 37: Social Learning - Presentation at SocialLearnLab (in Chinese)

技术平台

Page 38: Social Learning - Presentation at SocialLearnLab (in Chinese)

105

人际网络 - 英文与中文的开放教育世界

Page 39: Social Learning - Presentation at SocialLearnLab (in Chinese)
Page 40: Social Learning - Presentation at SocialLearnLab (in Chinese)
Page 41: Social Learning - Presentation at SocialLearnLab (in Chinese)
Page 42: Social Learning - Presentation at SocialLearnLab (in Chinese)

我从哪里开始?

有没有”地图?”

Page 43: Social Learning - Presentation at SocialLearnLab (in Chinese)

In more established fields such as cancer research, there is a consensus map of the structure of the field, the major research questions, and the different sub‐communities and associated methodologies. It is possible to place oneself on the map, and to coordinate effort in a well understood way. In contrast OER research is a relatively young field, which has not yet being fully articulated and defined.

在比较成熟的研究领域里面, 比如说艾滋病研究, 有大家都认可的领域架构的地图, 最大的研究问题, 小社区而他们利用的研究方法. 研究者可以看出来自己属于地图的那个部分, 配位变成更容易. 开放教育资源不一样, 领域很年轻, 还缺少定义.

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基于潜在语义索引的聚类基于引文网络的聚类

Page 45: Social Learning - Presentation at SocialLearnLab (in Chinese)

文章与文章的链接人与人的链接

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oerblogs

46

Page 47: Social Learning - Presentation at SocialLearnLab (in Chinese)

Downes

47

不同的认识性角色(epistemic roles)

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问题

在中国开放教育的博客世界, 有没有一些大家都认同的研究问题, 研究方法

你做的研究, 实验, 怎么能结合在”大的图片”里面?

有没有不同的人接受不同的认识性角色 ‐ 翻译, 总

结, 批评, 实验, 挑拨?

Page 49: Social Learning - Presentation at SocialLearnLab (in Chinese)

大家可以讨论的问题

•中国最需要那种开放教育资源? 高中课本? 视频? 白棵树? 高校教材? 修车?

•中国的对象是谁? 学生? 工作人员? 失业者? 已退休的人?

没钱上大学? 农民?

•怎么用对等生产, 开放许可生产需要的资料•开放许可在中国的作用. 合适吗? 怎么推进?

•开始实验社区性教育, 学习. 精品课程作为原料•中国开放教育者怎么跟外国跟密切得合作. 互相帮助. 你们需要什么我们可以提供的, 我们可以从你们获得什么支持?

Page 50: Social Learning - Presentation at SocialLearnLab (in Chinese)

谢谢!

[email protected]://reganmian.net


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