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首页|THIS BLOG IS POWERED BY BLOGBUS.COM 2004 年 8 月 Sun Mon Tue Wen Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 我的BLOG：ＳＴＡＲ－ＲＩＮＧ希望能与大家互相交流．我的分类：教育技术学习(28) 休闲(2) ＡＢＯＵＴ　ＭＥ(1) 个人随笔(1) 教育技术百科全书之blended learning learning circuits 教育技术研究方法教育技术基础学习 EET（布卢姆学习分类） EET(自动性) 华师远教所BBS重整开张 EET(自主学习） EET(自动性）有感双语课 yangyubao : 用粘贴不行的，. ihobil : 是图片贴不上去，. yangyubao : 能不能将图片也贴. ihobil : 网络学习. alreim : 网路学习的目的是. 王一 : 呵呵. wangrunhua : 要让中小学老师愿. ihobil : 小宝，多谢鼓励，. ihobil : 是呀。我也看到北. yangyubao_1979 : 今天我才上这. 我的连接：紫竹林精舍好友梅黎加厚的ＢＬＯＧ焦建利的ＢＬＯＧ老井的ＢＬＯＧ飞鱼的ＢＬＯＧ余胜泉的ＢＬＯＧ华师未来中心部阁海戈的ＢＬＯＧ庄秀丽的ＢＬＯＧ张进宝的ＢＬＯＧ海戈的主页小宝的BLOG 少杰的blog 一声叹息王润华BLOG 陈瑜林BLOG 黑炭BLOG 黄遒BLOG 吕贵香BLOG 谭敬德BLOG 付道明BLOG 分页: [1] [2] 教育技术百科全书之blended learning - [教育技术学习] ihobil 发表于 2004-06-24 对于blended learning的学习始于计算机的教育应用这门课，可是在搜索资料的时候回到了教育技术百科全书，个人认为EET的资料对我的学习起到很大的帮助。现将通过学习之后得出的一些关于blended learning的学习成果拿出来与大家分享。 Blended learning Abstract: Blended Learning is now a very popular word in corporate training and education. In this paper, we give a general introduction of blended learning. Blended learning is learning which combines online and face-to-face approaches. Its fundamental theories are cognitive theory and Constructivism. Guided by the fundamental theories, how to blend? When we blend, we have to consider institutional factors, Pedagogical factors and so on. Every coin has two sides, so does blended learning. At last we conclude the benefits and challenges of blended learning. 1. Introduction These years buzzwords have come gone in educational technology. Such as “constructivism,” “students-centered,” and “e-learning”. Nowadays blended learning comes. Blended learning is the development of e-learning, and it is very popular in training and education. 2.What is Blended Learning? The term “blended learning” is used to describe a solution that combines several different delivery methods. These can be a mix of various even-based activities such as face to face classrooms, live e-learning and software sharing, and self-paced learning. The teaching methodology has been developed through many stages. 3.The elements of blended learning There are five key ingredients emerge as important elements of a blended learning process (1) Live Events: Synchronous, instructor-led learning events in which all learners participate at the same time, such as in a live “virtual classroom.” (2) Self-Paced Learning: Learning experiences that the learner completes individually, at his own speed and on his own time, such as interactive, Internet-based or CD-ROM training. (3) Collaboration: Environments in which learners communicate with others, for example, e-mail, multi-threaded discussions or online chat. (4) Assessment: A measure of learners’ knowledge. Assessments can come before live or self-paced events, to determine prior knowledge, and post-assessments can occur following live or self-paced learning events, to measure learning transfer. (5) Performance Support Materials: On-the-job reference materials that enhance learning retention and transfer, including PDA downloads, and printable references, summaries, and job aids. Figure1: Ingredients for Blended Learning 4. Finding the right blend The main concern has been getting the right blend―providing learners with the right amount of each type of learning intervention. Blended learning has the potential to be a lot more than simply the proper mix of existing learning solutions. As to how to blend, we suggest Khan’s Octagonal Framework. It is a guide to plan, develop, deliver, manage, and evaluate blended learning programs. Khan’s Octagonal Framework enables one to select appropriate ingredients. Khan’s framework serves as a guide to plan, develop, deliver, manage, and evaluate blended learning programs. The framework has eight dimensions: institutional, pedagogical, technological, interface design, evaluation, management, resource support, and ethical. The following is an introduction to Khan’s Octagonal Framework. Khan’s Octagonal Framework l Institutional The Institutional dimension addresses issues concerning organizational, administrative, academic affairs, and student services. Personnel involved in the planning of a learning program could ask questions related to the preparedness of the organization, availability of content and infrastructure, and learners’ needs. l Pedagogical The Pedagogical dimension is concerned with the combination of content that has to be delivered (content analysis), the learner needs (audience analysis), and learning objectives (goal analysis). The pedagogical dimension also encompasses the design and strategy aspect of e-learning. This dimension addresses a scenario where all learning goals in a given program are listed and then the most appropriate delivery method is chosen. l Technological This dimension addresses the need for the most suitable learning management system (LMS) that would manage multiple delivery types and a learning content management system (LCMS) that catalogs the actual content (online content modules) for the learning program. Technical requirements, such as the server that supports the learning program, access to the server, bandwidth and accessibility, security, and other hardware, software, and infrastructure issues are addressed. l Interface Design The Interface Design dimension addresses factors related to the user interface of each element in the blended learning program. This will enable the learner to use each delivery type and switch between the different types. The usability of the user interface will need to be analyzed. Issues like content structure, navigation, graphics, and help also can be addressed in this dimension. l Evaluation The Evaluation dimension is concerned with the usability of a blended learning program. The program should have the capability to evaluate how effective a learning program has been as well as evaluating the performance of each learner. In a blended learning program, the appropriate evaluation method should be used for each delivery type. l Management The Management dimension deals with issues related to the management of a blended learning program, such as infrastructure and logistics to manage multiple delivery types. Delivering a blended learning program is more work than delivering the entire course in one delivery type. The management dimension also addresses issues like registration and notification, and scheduling of the different elements of the blend. l Resource Support The Resource Support dimension deals with making different types of resources (offline and online) available for learners as well as organizing them. Resource support could also be a counselor/tutor always available in person, via e-mail, or on a chat system. l Ethical The Ethical dimension identifies the ethical issues that need to be addressed when developing a blended learning program. Issues such as equal opportunity, cultural diversity, and nationality should be addressed. （ 2 ） Dimensions of the Blend Blended learning programs may include several forms of learning tools, such as real-time virtual/ collaboration software, self-paced Web-based courses, electronic performance support systems (EPSS) embedded within the job-task environment, and knowledge management systems. Blended learning mixes various event-based activities, including face-to-face classrooms, live e-learning, and self-paced learning. This often is a mix of traditional instructor-led training, synchronous online conferencing or training, asynchronous self-paced study, and structured on-the-job training from an experienced worker or mentor. There are several dimensions of the blend. l Blending Offline and Online Learning At the simplest level, a blended learning experience combines offline and online forms of learning where the online learning usually means “over the Internet or Intranet” and offline learning happens in a more traditional classroom setting. We assume that even the offline learning offerings are managed through an online learning system. An example of this type of blending may include a learning program that provides study materials and research resources over the Web, while providing instructor-led, classroom training sessions as the main medium of instruction. l Blending Self-Paced and Live, Collaborative Learning Self-paced learning implies solitary, on-demand learning at a pace that is managed or controlled by the learner. Collaborative learning, on the other hand, implies a more dynamic communication among many learners that brings about knowledge sharing. The blending of self-paced and collaborative learning may include review of important literature on a regulatory change or new product followed by a moderated, live, online, peer-to-peer discussion of the material’s application to the learner’s job and customers. l Blending Structured and Unstructured Learning Not all forms of learning imply a premeditated, structured, or formal learning program with organized content in specific sequence like chapters in a textbook. In fact, most learning in the workplace occurs in an unstructured form via meetings, hallway conversations, or e-mail. A blended program design may look to actively capture conversations and documents from unstructured learning events into knowledge repositories available on demand, supporting the way knowledge-workers collaborate and work. l Blending Custom Content with Off-the-Shelf Content Off-the-shelf content is by definition generic―unaware of an organization’s unique context and requirements. However, generic content is much less expensive to buy and frequently has higher production values than custom content. Generic self-paced content can be customized today with a blend of live experiences (classroom or online) or with content customization. Industry standards such as SCORM (Shareable Content Object Reference Model) open the door to increasingly flexible blending of off-the-shelf and custom content, improving the user experience while minimizing cost. l Blended learning, Practice, and Performance Support Perhaps the finest form of blended learning is to supplement learning (organized prior to beginning a new job-task) with practice (using job-task or business process simulation models) and just-in-time performance support tools that facilitate the appropriate execution of job-tasks. Cutting-edge productivity tools provide ‘workspace’ environments that package together the computer based work, collaboration, and performance support tools. (3) Guideline of blended learning When we do blend, we should notice the following items. These are the basic principles that we should follow to give a effective blended learning. l Completely integrated instructional design ： A blended solution works when all the instructional components are considered holistically. What is less successful, for instance, are e-learning modules just "bolted on" to existing instructor-led training. A plan for blended delivery should include conducting the upfront analysis necessary, and ensuring the inclusion of these key components of successful instruction: interaction, instructional goals tied to performance, and learner engagement. l Each method delivering its best ： Each delivery method should be chosen for what it can deliver best. For instance, online training can often effectively provide learners with factual knowledge about a specific skill. However, the content and desired learning outcome should determine whether the practice of that skill is appropriately accomplished online, or best done in a classroom or authentic context. l Flexibility and Variety ： The choice of whether to offer alternative delivery options for the same instruction, or combine delivery methods will depend on a number of factors. Learners can often benefit from multiple delivery methods that accomplish the same learning objective. Barriers to access are eliminated, and learners have more choice in how they learn. In this part, we show guide to plan, develop, deliver, manage, and evaluate blended learning programs. According to this guide, we put forward several dimensions to blend, which can be seen as a specific model in blended learning. At the same time, during the process of blended learning, we must have some principles in mind. In this way, we can make blended learning better and more effective. 5.The benefits of blended learning The concept of "blending" grew out of the successes and failures of e-learning. So, besides the features of e-learning, blended has more unique benefits of itself. (1) We know that people learn in different ways, and different media applies to different people. Blended learning is to select the right combination of media that will drive highest teaching impact for the lowest possible cost. (2) Each media type has its own strengths and weakness. In blended learning, when it comes to how to blend, the first step is to looking at the media as options. These options are classroom teaching, web-based teaching, video and so on. Thus it is huge impact is possible. (3) Blended learning is a continuous process, rather than just a "learning event." For example, one of the simplest approaches of blended learning is to create electronic content and surround it with human, interactive content. It offers great potential and attraction for those designing, delivering, and learning and extending experience over time. (4) During blended learning, one can blend the self-paced (asynchronous) e-learning with the live classes (synchronous) together to make an advanced virtual classroom. This can engage students and make them feel a part of “class” but with some extent of freedom in self-paced study. (5) With blended learning, technology-delivered learning and the classroom come together to generate the best possible offering. 6.the challenges of blended learning However there are challenges of applying the blended learning. Teachers need to know what tools are available and understand how they can impact on their classroom teaching as well as me. They’d need to be sure that the mix or blend of learning tools, met the needs of the prescribed learning objectives. Teachers need to be computer literate and understand the impact that technology can have on the learning experience. They’d also need to ensure that any of the learning content, no matter in what way, shape or form it is presented is accurate and relevant. Teachers need to consider the leaner in the whole process, how would they need to adapt to learning in this new environment where it can be more confusing as there are so many tools that are being used to teach, train and educate. Teachers must motivate and support learners, build more support for online learning. Thus, blended learning requires more manpower and higher cost, which would constrain its large-scale applying. It requires more involvement of teacher and learner, such as there are more communication and coordinate work between teacher and learner, and we should take learner’s characteristics into account before designing the course, teachers should determine which course and which section of a course are appropriate to be learned online or by face-to-face, and the online course or related learning materials should be prepare in advance, and there must be appointed faculty to be responsible for each segment of the teaching process. There are still some issues in the blended learning to research in order to facilitate the teaching and the learning. Such as what are the best ways to blend delivery types? When to blend? What blends work best with what? What combination of tools and media will make the biggest impact for the lowest investment? 7.conclusion Blended Learning is not out of reach for anyone, learner or educator, it’s how you make the most use of the tools available to you, to enhance the learning experience for the learner and add value to business. Reference 1. Josh Bersin, What Works in Blended Learning www.learningcircuits.org 2. Harvey Singh, building effective blended learning programs 3. Encyclopedia of Educational Technology ,blended learning: choosing the right blend http://coe.sdsu.edu/eet/ 4. A background to blended e-learning http://www.kolieh.com/blended.htm 5. Jared M. Carman. Blended learning design: five key ingredients 阅读全文 | 评论(3) | Trackback(0) | 编辑 learning circuits - [教育技术学习] ihobil 发表于 2004-06-24 很多关于e-learning的很好资料，值得大家学习：） http://www.learningcircuits.org 阅读全文 | 评论(0) | Trackback(0) | 编辑教育技术研究方法 - [教育技术学习] ihobil 发表于 2004-06-24 一个很好的教育技术研究方法的资料： http://www.et.pku.edu.cn/methods/ 阅读全文 | 评论(0) | Trackback(0) | 编辑教育技术基础学习 - [教育技术学习] ihobil 发表于 2004-06-23 关于教育技术百科全书的学习进行这一段以来，虽然没有完全完成，但是感觉还是很有收获的。现在完成的部分主要是认知与学习的部分，从认知的角度探讨应该如何促进学习，有很多内容对我们的学习很有启示。教育技术百科全书主要是针对教育技术的初学者，为教育技术的学习者提供一种基本的概念，为后续的学习打好基础。阅读全文 | 评论(0) | Trackback(0) | 编辑 EET（布卢姆学习分类） - [教育技术学习] ihobil 发表于 2004-06-14 布卢姆的学习分类布卢姆将学习行为分为：认知、情感和技能。认知部分认知学习是由人的智力能力展示的。认知学习行为的特点是可观察和不可观察的技能（如：理解信息、组织观点以及评价信息和行动）。评价判断信息的价值综合从多种因素中建立一个模式分析把信息分成部分以便更好的理解应用将知识运用到新环境理解理解信息知识记忆资料情感部分情感部分将学习者的情感划入学习经验。学习者的态度、兴趣、注意力、意识和价值都是情感行为的部分。内化价值价值系统控制的行为组织组织价值的优先顺序评价一个人对事物的评价对现象作出反应学习和参与时表现积极接受现象意识，愿意去听布卢姆没有对技能学习做深入研究，但是辛普森提出 7种技能类别支持布卢姆的分类。创新学习者能创造新的动作模式适应学习者能够修正自己的动作模式以适应具体情境需要复杂的外显反应学习复杂动作的中间阶段机械动作能完成复杂动作有指导的反应复杂动作技能学习的早期阶段，包括模仿和尝试错误准备对固定动作的准备感知运动感官获得信息以指导动作 Anderson and Krathwohl 对布卢姆的分类模式进行修改，他们将认知过程和知识维度结合起来，修改后的分类可以帮助教学设计者和教师编写和修改学习目标。修改后的分类将要学习的知识（知识维度）和学习的过程（认知过程）合并起来，这样可以让教学设计者有效地将目标和评价技术结合起来。知识维度认知过程维度事实知识识记理解应用分析评价创造概念知识过程知识元认知知识对于教师，整个单元的目标可以分成分类图上的各个部分，确保认知过程的各个阶段都能用到，而且学生学习不同种类的知识。例如，如果数学老师计划备综合课，他或她就要使用分类表来确保学生不仅学会各种数学程序，还要学会如何思考 (元认知)解决数学问题的最好办法。教师也可以用新的分类图测量单元现在的目标，并修改目标使它们彼此结合，与评价结合。识记：识别、回忆理解：解释、例证、分类、总结、推断、比较、说明应用：执行、实现评价：检验、批评创造：产生、计划、生产因为编写目标的目的就是确定教师想让学习者学会什么，使用具体的目标可以通过给学生活动分类帮助他们更好的理解每种活动的目的。阅读全文 | 评论(0) | Trackback(0) | 编辑 EET(自动性) - [教育技术学习] ihobil 发表于 2004-06-13 在一项技能或者任务自动化之前，都是一步一步的进行的。当大脑识别到熟悉的任务时，它就处理信息并且在过程中应用正确的规则，这样就能减少工作记忆的需求，允许进行更高层的信息处理。发展自动性：人脑是如何做到的自动性的发展包括大脑使用的改变和大脑活动的减少。最初的任务处理是基于程序的，并按照一系列的步骤完成。处理新信息就会使工作记忆的负荷变重。当技能重复时，大脑识别出信息并更快更容易处理这些信息。大脑活动会产生巨大的变化，自动性的形成会减少 90％的工作记忆的负荷。阅读全文 | 评论(0) | Trackback(0) | 编辑华师远教所BBS重整开张 - [教育技术学习] ihobil 发表于 2004-06-13 近日华师远教所BBS在众多同学的努力下重新开张了， http://218.19.140.219/bbs/ ，大家可以去光顾，交流学习了！阅读全文 | 评论(0) | Trackback(0) | 编辑 EET(自主学习） - [教育技术学习] ihobil 发表于 2004-06-06 我应该自己做试验还是干脆问别人好了？计算机初学者可以使用丰富的信息和资源，大多数人仍坚持去问别人“我该怎样 … ？” , 这样的做法和做试验自己发现如何解决一个既定的任务是相对的。本文调查了为什么大家都宁愿问别人，并得出最可行的解决办法。我应该怎样？关于为什么初学者愿意向其他人求助而不愿意自己去看指南有很多原因，但是最普遍的解释是比较方便。例如，去问别人怎么完成某个任务比自己用指南去查要容易。初学者经常发现要明确表达他们的疑问很困难。一些非人力资源因为太难或者不清楚让初学者感到沮丧。另一方面，设计合理的资源可以让初学者对他们解决问题的能力感到自信。除了问别人之外非人力资源可以在哪些方面帮助初学者？他们可以选择使用设在一些程序中的帮助向导。一个例子就是微软 OFFICE 软件的只能代理平台。这些代理是用提供（有时是主动的）一些建议或者询问使用者的目标的方式提供帮助的。其他的资源包括 CD － ROM 或者录像带指南。另外一个选择是参加基于计算机的培训或者教师讲解的讨论会。其他的资源还有一个操作系统中体现的暗示。微软的 Windows 的工具提示或者 Macintosh 的气球帮助都是这样的例子。当然还有 Internet, 它提供各种新闻组、 BBS 和站点。我们应该做什么？向别人求助是比较容易的。作为教学设计者，我们可以设计一些更容易理解、更为直观的自我帮助系统。微软的 OFFICE 的助手就是很好的例子。本质上这个助手和下拉菜单提供同样的信息，这些助手却得到的大家的欢迎和使用。说它们直观是因为只要输入一个问题，它就会提供解决这个问题的响应选择。这个成功的帮助系统的另一面是这个助手可以集中解决一个问题。当使用者在助手提供的一系列中浏览时，无关的信息都被去掉，可以最终找到正确的解答。这样容易理解。相对用很多页码解释一个程序每种可能功能的方法，这种只介绍简明信息的方法更受初学者的欢迎。我们总是在强调：不要直接告诉学生该怎么去做，而是让他们自己去发现。可是发现式教学不是说教师什么都不作，就让学生自己去学习，去发现。要真正的实现发现式学习，就要提供发现学习的条件。学生之所以喜欢被告知，是因为那样很容易就能解决问题。联想到现代远程教育，学生更多的是要自主学习，可是如果我们提供的网络课程或者学习材料不能让他们迅速找到解决问题的办法，那么他们当然就会对自主学习失去信心。阅读全文 | 评论(2) | Trackback(0) | 编辑 EET(自动性） - [教育技术学习] ihobil 发表于 2004-06-03 我们关于生命的理解一般是开始简单，然后变得复杂，但是大脑的认知过程是先复杂后简单。新手与专家的处理连续统不同连续统控制过程自动过程注意高度集中于过程很少集中或未察觉认知负荷中到高低到中努力努力的，艰苦的操作容易学习从不精确到精确且适应性很强精确到自动，很难改变记忆检索效率低，不精确效率高，精确表现比较慢的按部就班实行－有限的连续处理多任务时有意识－增强的平行处理速度反应慢快且易响应阅读全文 | 评论(0) | Trackback(0) | 编辑有感双语课 - [教育技术学习] ihobil 发表于 2004-05-29 前一段时间开始选了赵建华老师的《计算机教育应用》这门课，这门课可以说是blended learning 的实例，因为我们除了每周1－2次的face-to-face的教学，还使用webcl的平台，在小组平台内协作学习。大概每个小组4－7人不等，每个人属于两个不同的群体，一个就是整个班级，另一个就是自己所在的小组。同学们可以在班级论坛或者小组论坛协作学习。这么一段时间以来，个人感觉（1）从技术层面而言，webcl是一个很好的协作学习的平台，它的功能很完整；（2）从教学测率而言，赵老师的课上face-to-face与课下online的结合符合blended learning的思想，确实可以提高学习效果。存在的问题就是：赵老师会给我们每个小组分配一个任务，到下节课每个小组有个报告人作报告，而且要求尽量用英语报告。因为大家的英语水平不齐，尤其是大部分同学的英语听力不是很好，而且因为不是个人的母语，听了以后还有在脑子里翻译成中文，这样就听一句没一句的。所以大多数同学都认为基本别人在作报告的时候下面听得其他人有点是在浪费时间，不如用中文报告有收获。我想这是我们这门课最突出的问题，但是双语课本身就是要提高我们的英语水平，所以这个问题应该从两个方面解决：（1）报告者尽量做到发音正确，且不要太快，如果可以的话能加以解释。（2）听者要几种精力去听，不能因为费力就放弃。另外对于所有同学提高英语水平是个根本的问题。阅读全文 | 评论(2) | Trackback(0) | 编辑 EET第一部分（3） - [教育技术学习] ihobil 发表于 2004-05-21 在认知与学习、成人教育这两部分之后，EET主要开始探讨认知心理学的内容，主要包括四个小部分：人造神经系统、引起注意力、保持注意力和注意力理论。其中人造神经系统主要是试图模仿人脑的工作模式，并将这样的成果应用实际生活当中。引起注意力则主要是探讨了一下如何引起学习者的注意力，给出一些引起学生注意力的所要注意的事项，比如适当的颜色、大小、质地等的改变都能引起学生的注意力。保持注意力部分则主要是提出在面对面的课堂教学以及在线同步教学如何保持学生的注意力。从视觉和听觉两方面进行分析。其中提到在线教学要假设学生的注意力已经流失，并要借助技术来恢复学生的注意力。我个人认为这种观点对于远程教学很具有参考价值。首先要假设学生已经分心，这样就要在教学内容的设计和教学活动的设计方面下功夫来重新获得注意力，并要保证教学内容比学习者本身所处现实环境更具有吸引了。所以，我们不能只是为了告诉别人我们在使用一些先进的技术，而是要保证我们确实使用了这些技术，并且是正确的使用了这些技术，让这些技术确实为在线教学服务。我个人最大的收获是，以前总以为网络教育中技术的使用一般只是提供空间分离学生之间的交流，现在知道使用技术来引起并保持学生的注意力也是网络教育中技术的用武之地。阅读全文 | 评论(4) | Trackback(0) | 编辑 EET第一部分（2） - [教育技术学习] ihobil 发表于 2004-05-15 二、成人教育成人教育－对成人进行教学成人相对于年轻人的学习的差异性更大。更为重要的是，成人他们学习的目标与年轻人不同。成人教育是有关成人学习的理论，试图解释为什么成人相对于其他的学习者学习的差异性更大。谁是成人学习者以及谁不是成人学习者？成人学习者是自愿进行学习的。当对成人进行教学是不存在强迫，所以动机通常都不成问题。成人愿意寻找学习的机会。通常一些生活上的改变会促进成人寻找新的学习机会，这些改变有结婚、离婚、换工作、被解雇或者地理环境改变等。成人寻找学习的机会是为了应付生活上的改变。他们通常是想学习一些东西用来提升自己的地位或者让自己的境况好转。他们并不是因为知识本身的原因对它感兴趣，学习是一种达到目的的手段，它本身不是目的。这些成人给学习环境带来大量的信息和经验。他们一般希望能够受到平等对待，在教育过程中自我支配。成人教育于普通教育的区别成人教育普通教育学习需求学习者必须权衡生活的责任和学习需求之间的关系学习者可以花很多时间进行学习，因为他们几乎没有什么生活责任教师的地位学习者是自治的，自主的，教师指导学生自己获得知识，而不是给他们提供事实学习者依赖教师进行学习。知识的传播都是基于事实的说教进行生活经验学习者有很丰富的生活经验，他们需要把学习和他们已有的知识基础结合起来。他们必须认识到学习的价值。学习者是在建立知识基础，还要告诉学习者现在的学习与他们的生活经验之间有什么关系。学习的目的学习者是目标导向的，知道他们学习的新知识的目的学习者通常并不知道学习一门课程的原因，他们只知道他们需要学习这些信息学习的表现学习是自发的，而且能够持续很长时间学习是强制的，在教学之后很容易消失成人教学的技术 l 使用问题导向的教学，个案研究、模拟问题解决小组来使教学与他们所处的环境联系起来。 l 教学要关于任务的而不是内容的记忆。 l 教师应该把个人放在一边，不要担心自己的观点和教学受到挑战。不要害怕放弃控制权力。 l 确定环境是舒服的，而且要经常休息（每 45 到 60 分钟） l 教师应该使用答案不固定的问题，来为成人学习者提供大量的经验。成人学习的四个关键因素 l 让学习者在教学过程中自我支配 l 将新的知识与先前的经验结合起来 l 确定知识是相关的确定这些知识对学习者是可用的阅读全文 | 评论(0) | Trackback(0) | 编辑 EET第一部分 - [教育技术学习] ihobil 发表于 2004-05-13 一、认知与学习 active learning因为不知道怎么翻译才比较确切，所以直接引用了原文。本部分开始便提到早在公元前 490 年苏格拉底就已经使用了active learning的思想，他主要是用提问设置疑问的方式帮助学习者分析他们所处的环境。还有，新事物的出现必然遭遇来自一部分势力的阻力，要应对这些阻力就要一点一点的开始进行改革，而不能期望短期内完全改变。这些让我想到了建构主义在我国的盛行。我国传统的教育一直是强调以教师为中心的，教师是权威，学习者只是被动的接受来自教师的灌输。建构主义引入以后，传统的教学方式遭到了冲击，突然大家都来提倡以学生为中心。但是在实行之后发现，要一下从教师为中心转变到学生为中心不是那么容易。这就是说我们应该循序渐进的改革，所以我们又提出了教师为主导学习者为主体的教学模式，而且开始对建构主义进行重新思考，可见引进建构主义初期大家的盲目跟潮说很不理智的。而且这部分提出除了应对外来的阻力，还要改变我们的一些想当然的设想，认为 1．只要人们学会了一些基本的技能和概念，他们就可以轻松的将在一种环境中的学习迁移到另外一个环境中。 2．学习者是书本、专家和教师口头知识的接受者。 3．学习完全是行为主义的，包括加固刺激和正确地响应之间联结。 4．学习者是一些白板，等待我们在上面书写，用知识将其填满。技能和知识可以独立于现实的使用环境获得。改变这些不正确的设想才能提出一些正确地教学策略。阅读全文 | 评论(3) | Trackback(0) | 编辑关于EET的想法 - [教育技术学习] ihobil 发表于 2004-05-12 在大概的把EET的内容和框架浏览了一下之后，我有个设想，就是把EET翻译成中文版的教育技术百科全书，因为初步看了一下，内容不是很多，不过自己的英语水平有限，怕翻译出来没人能看的懂。每天都要到小宝的BLOG上去看看，觉得小宝很认真，每天都在读书学习，又很多自己的观点，要向小宝学习！！阅读全文 | 评论(2) | Trackback(0) | 编辑教育技术百科全书简介 - [教育技术学习] ihobil 发表于 2004-05-10 教育技术百科全书的主编是鲍勃・霍夫曼，它是圣地亚哥州立大学教育技术系的出版物。教育技术百科全书（ EET ）是一个收集关于教学设计、教育和培训主题的一些短小的多媒体文章。 EET 的主要读者是这些领域的学生或者是这些领域初学到中期从业者。他们要进行以后的专题研究就需要首先对教育技术形成一个总的认识。作者是一些研究生、教授和其他自愿参与的人员。文章都比较短，并且用多媒体来充实学习，而不是简单的使用文字。它由六个部分组成：一、认知与学习二、分析三、设计四、开发五、实行六、评价其中，第三部分设计包括数据呈现、远程学习、教学策略、信息设计、学习对象、颜色使用、电视学习、可视化和导航几个部分。第四部分开发包括可达性、视觉设计、多媒体开发、电视产物、工具、训练、虚拟现实和基于网络的训练。每个部分的内容都是按照标题的第一个字母进行排序。阅读全文 | 评论(0) | Trackback(0) | 编辑