一种面向个性化协同学习的任务生成方法

现有协同学习应用无法很好地支持学习任务的生成以及学习者的个性化学习.针对此问题,提出了一种面向个性化协同学习的学习任务生成方法.该方法在学习任务形式化描述的基础上,通过学习者分组、确定学习资源、分解学习单元、分配学习模式以及生成事件序列等步骤,生成既符合学习者群体认知水平,又符合个体学习者个性特征的协同学习任务.根据此任务,可以较好地实现网络环境下群体学习者的个性化协同学习.目前,该方法已在Smart-Realcalss网络教学系统中得到应用.     

问题导向学习法在软件工程教学中的应用研究

本文探讨了问题导向学习法应用在计算机专业课程教学中的可行性。举例说明了实际的教学方式和教学过程;分析了问题导向学习法对于学生自主学习能力是否有积极影响以及学生对于这一新教学方法的态度等问题。     

中职计算机网络教学中行动导向法的应用探析

在这个科学技术迅速发展的时代,信息化教育对中职计算机教学带来了新的挑战.行动导向法符合计算机教学的特点,利于培养高素质的计算机应用人才.将行动导向法应用到中职计算机网络教学中不仅可以激发学生的学习兴趣,还可以培养学生的实践能力、创新能力.本文将如何在中职计算机网络教学中运用行动导向法进行了简要分析,并提出了在教学中需要注意的问题,希望能对提高中职计算机的教学质量起到-定的作用.     

e-Learning中基于支持向量机的个性化学习资源推送

e-Learning这种能满足个性化、适应性学习要求的重要学习方式,要求能协作感知学习者的学习情况,能依据学习情况自动推送个性化学习资源-将支持向量机这种机器学习方法应用到e-Learning中,并结合e-Learning系统的应用情况,对于学习样本的选取和预处理,以及支持向量机训练算法等进行了应用研究.解决了学习者学习情况评价分类,根据分类结果实现个性化学习资源的主动推送问题.     

课堂学习活动设计的新视角

教学是通过设计一项任务或问题以对学习者实施帮助的学习活动,设计真实、复杂、具有挑战性的、开放性的学习环境与问题情境,诱发、驱动并支持学习者探索、思考与解决问题,并提供机会使学习者对学习的内容和过程进行反思与调控.     

基于Android的对外汉语移动学习平台的设计与实现

根据移动学习和语言学习的特点,从软件设计与开发的角度,利用Flash技术,对基于Android对外汉语移动学习平台的设计与实现进行了研究。文章阐述了基于移动服务导向架构（MSOA）设计开发汉语移动学习资源的过程,利用微软的speech-to-text、text-to-speech技术,使学习者通过听、说、读、写来提高汉语学习者的语言运用能力,丰富了汉语移动学习资源开发的视野及移动学习者的学习内容。     

基于多Agent的网络学习智能推荐模型

针对网络学习者面临海量信息选择的困扰,提出了一个基于多Agent的网络学习智能推荐模型.运用界面Agent采实现与学习者的交互,利用基于知识推荐的Agent提供与学习者兴趣相关的推荐,以及基于相似学习者推荐的Agent向特定学习者推荐新的知识,并对模型中推荐的相似度算法进行了阐述.通过多Agent技术的运用,较好的解决了网络学习推荐的智能化,个性化以及灵活性的问题,使网络学习者能在一种交互式的学习环境中得到更人性化的学习推荐服务.     

基于兴趣的计算机语言学习方法探索

从设计一个娱乐性小游戏出发,阐述兴趣发展的各阶段对计算机语言学习的影响。教学实践证明,游戏既能把学习者导向到有目的、有意义的积极学习,又能为学习者的进一步学习提供动机。     

面向智慧学习环境的学习者情感预测方法

为了解决传统远程教育中的"情感缺失"问题,提出采用模糊认知图(FCM)构建一种面向智慧学习环境的学习者情感预测模型,对远程学习过程中的学习者情感进行实时预测,以便教学系统根据预测情感及时有效地调整教学策略,从而促进学习者的认知.首先,选择容易引起学习者情感变化的情感影响因子作为FCM的输入信号;然后通过活动Hebbian学习法推理计算,得到能代表情感重要属性的2个参数——效价和激活度;最后将这2个参数映射于一个在二维笛卡儿直角坐标系中构建的学习者情感空间中,便可以定性定量地预测出学习者当前的情感状态.实验结果表明,FCM模型的预测结果与大多数学生的实际情绪反应相符;与其他贝叶斯网络模型相比,FCM模型具有更高的情感预测准确率.     

学分银行视域下的高校计算机应用基础课程超市构建探究

高校计算机应用基础课程教学存在教师职业倦怠、学生兴趣乏然、教学质量欠佳等问题.文章在学分银行、课程超市理论基础上构建了高校计算机应用基础课程超市.教学实践表明,高校计算机应用基础课程超市能满足各专业对计算机应用课程的差异化需求,降低教师重复教学工作量、减轻教师职业倦怠,满足学习者个性化学习需求、提升学习者学习主动性,可为高校计算机应用基础课程教学改革提供借鉴思路.     

The effects of problem-based learning on the classroom community perceptions and achievement of web-based education students

Web-based education as an alternative to face-to-face teaching is now being extended as an application to higher education. Much effort is undertaken to provide multimedia rich, attractive content to learners. While the use of multimedia technologies has a noticeable effect on students’ learning, so does the selected teaching methodology. Underpinned by the Constructivist approach, problem-based learning is one of the methods that could be applied in web-based learning environments. The current study investigates the effects of problem-based learning on students’ classroom community perceptions and their achievement. It focuses on the tertiary level course “Introduction to Computers” offered by the Department of Business Administration of the Distance Education Program at a higher education institution in Turkey. The results indicated that students who worked on problem-based projects felt much more ‘connected’ to other class members when compared to the control group. They achieved higher scores in the post-tests although their online midterm and final examination scores did not indicate any difference between the groups.     

小班型研究性教学在数字逻辑课程中的应用

小班型教学是指班级规模较小的教学方式,提倡以人为本、交际互动、自主发展。研究性教学以来自实践的问题为基础,让学生通过发现问题、研究问题和解决问题的学习方法,培养学生的研究意识、研究能力和创新能力。将案例教学法、基于问题解决的学习、基于问题的学习等几种典型的小班型研究性教学方法应用于数字逻辑课程的教学与实验环节中,可以激发学生的学习兴趣,提高学生的研究和创新能力。     

程序设计课程网络式PBL教学模式的构建与应用

以问题为基础的学习,这种以学生为中心、问题为导向的教学模式,对于培养学生的自主学习能力、动手实践能力和创新能力大有裨益。结合高校程序设计课程的教学实际,构建网络环境下程序设计课程PBL教学平台,对课程教学的具体应用实施进行深入的研究和探讨。     

程序设计课程网络式PBL教学模式的构建与应用

以问题为基础的学习,这种以学生为中心、问题为导向的教学模式,对于培养学生的自主学习能力、动手实践能力和创新能力大有裨益。结合高校程序设计课程的教学实际,构建网络环境下程序设计课程PBL教学平台,对课程教学的具体应用实施进行深入的研究和探讨。     

一种适用的计算机网络实验教学平台

针对目前计算机网络实验教学方法和平台存在的不足,介绍笔者设计实现了一种适用的计算机网络实验教学平台,该平台集真实设备、虚拟模拟器、多媒体展示于一体,给学生提供了一个较为完整的实训平台。在此基础上引入基于问题学习和协同学习相混合的实验教学模式,通过规定项目的训练,学生可以更好地掌握计算机网络的基本工作原理和基本操作技能。     

Harmonizing technology with interaction in blended problem-based learning

This paper discusses the harmonizing role of technology and interaction in a qualitative study on blended problem-based learning within the context of academic development in higher education. Within this setting, and as both designers and tutors in blended PBL, it is important to seek best practices for how to combine instructional strategies in face-to-face and computer-mediated environments that take advantage of the strengths of each and avoid their weaknesses. A qualitative study of the lived experiences of 17 academic staff participants in a blended problem-based learning module was considered likely to provide a much-needed analysis of current thinking and practice on the potential of interaction in this form of professional academic development in higher education. Specific aspects of interaction (technical, peer, content and the learning experience) within blended problem-based learning tutorials are analysed to provides research-based information about the realities of delivering a PBL programme using technology. The study argues that the intersection of PBL and learning technologies can offer different ways of teaching and learning that require exploration and reflection of pedagogy and technology as in integrated approach that must work effectively together. The synergy from the collaborative blended PBL approach in this module could result in the coherent and comprehensive provision of training, support and research work throughout higher education institutions.     

Collaborative distributed environments for learning design tasks by means of modelling and simulation

The Simulation discipline has to face new challenges such as the incorporation of Collaborative Technologies for professional use as well as for teaching purposes. This integration permits the creation of new kinds of support for collaborative learning processes. In this paper, we explore the potential of this synergy with DomoSim-TPC, a synchronous distributed collaborative environment for the teaching and learning of Domotics. The system supports an active, simulation-based and problem-based approach for learning house automation design. Using this learning environment, teachers propose and organize problem solving activities and the students carry out, in a collaborative way, the construction of artefacts (designs) using modelling and simulation tools.     

Rethinking HCI Education for Design: Problem-Based Learning and Virtual Worlds at an HCI Design Studio

The practice of teaching and learning human–computer interaction (HCI) design has to develop its own approaches that balance method and technology use with reflective and situated practice. This article presents our HCI design studio course that makes a combined use of constructivist pedagogies and virtual worlds aiming to aid students critically review and reflect on the use of related methods and technologies in design and to cultivate more general skills like self-directed learning, intrinsic motivation, and critical thinking. Our HCI design studio course can be thought of as an iterative and incremental teaching and learning process that blends HCI methods, design practice, and technology between a real and a virtual design studio. The course introduces problem-based learning to the pedagogies of project-based learning and studio-based learning currently employed in most HCI design studios. The positive student responses and our reflection and experiences focusing on a number of challenges for further implementation are also outlined.     

软件工程实践性教学环节的研究与思考

软件工程是一个实践性极强的学科,尽管国内高校通过校企联合等方式针对软件工程实践教学取得了不少进展,但依然和工业界需要有一定差距,尤其是如何提高校内课程实践教学水平需要关注。本文首先阐述了软件工程教育与工程实践之间存在的鸿沟,然后探讨了如何将国际工程教育领域多年来行之有效的学习工厂、基于问题的学习等方法与软件工程实践教学相结合,希望为提高软件工程校内实践性教学环节的效果提供借鉴。     

A pedagogical model to develop teaching skills. The collaborative learning experience in the Immersive Virtual World TYMMI

The initial training of quality teachers is seen as a key to improving the learning outcomes of students in Chile. The TYMMI project is one of the initiatives being developed to provide a space for simulation for teaching practices in immersive virtual environments in Second Life and Open Sim. Initial Teachers Training belong to the School of Education at the Universidad Católica de la Santísima Concepción, participated during 2014 in the implementation of challenges, based on a pedagogical model and teaching strategies such as role play and problem-based learning. Through direct observation and blogs, the results show that participants have an important domain in the pedagogical and technological interaction. Despite the perception of the technical difficulties of using platforms, students emphasize that the experience has been supportive along their teaching practices, and it has allowed them to reinforce subject content, which poses a very motivating intellectual and technological challenge.