多用户协同虚拟现实的技能训练系统

针对传统CBT(计算机支持的教育培训)系统用户单一、沉浸感不强、不支持协同学习等问题,提出协同虚拟环境支持下技能训练系统的实现方案.采用分层结构思想,设计系统的框架结构和工作流程;提出基于模型复杂度的快速建模策略,构建协同虚拟训练场景;利用并发服务器通信技术,构建多用户协同工作环境;采用定时采集和发送数据的方法,降低协同感知过程中服务器的负担;结合矢量化电子图板和文字消息传递机制,满足教师实时评注和多用户讨论的需求.结合应用实例,验证了本方案的可行性和相比传统CBT的优越性.     

An investigation of coopetitive pedagogic design for knowledge creation in Web-based learning

Information and communication technologies (ICTs) have created a supportive environment for collaborative learning at the expense of student motivation and engagement. This study attempts to explore the development of a productive learning atmosphere in the context of Web-based learning. An experiment is conducted with university-level students having homogenous background and coursework by applying heterogeneous pedagogies that create either competitive or collaborative learning atmospheres. The differences in learning atmosphere bring about variations in social presence and enjoyment of learning. The findings show that “coopetition” (defined as collaboration within the group and competition between groups) was the best learning strategy because competition and collaboration stimulated different types of knowledge growth in the knowledge-creation spiral. Competitive learning atmospheres encourage students to develop higher analytic skills, while collaborative learning atmospheres prompt students to demonstrate higher synthetic skills. Because both atmospheres contribute to learning, this study has found that combining both pedagogies in constructing a coopetitive learning atmosphere not only contributes to analytic and synthetic skills, but also raises the overall knowledge level. The findings pinpointed the importance of creating a learning environment that integrates ICTs, learners’ backgrounds, courseware, and pedagogic considerations in the process of increasing knowledge levels.     

STEPS: Supporting Traditional Education Procedures—A TCP/IP Multimedia Networks-Based Model

This paper describes an integrated model for the realization of an Open and Distance Learning (ODL) environment supporting traditional learning procedures, through collaborative learning and active participation of the involved group of students. Internet technologies are used as a vehicle for distribution of interactive multimedia at the user's desktop. We also present off-the-shelf solutions for the architecture and implementation of an Educational Network necessary to support the ODL environment. An Educational Entity (specially shaped part of a legal educational authority) is also prescribed as the central point for the Educational Network, being the content provider and the learning procedure evaluator. It is mainly intended to be used in a higher education setting, aspiring to be an efficient solution for the common educational needs of a group of students and teachers or researchers.     

Coding procedures to analyse interaction patterns in educational web forums

Analysis of interaction patterns is one of the most important indicators of quality of learning in educational web forums. Social network analysis (SNA) is gradually assuming importance in the study of interaction patterns as it focuses on the analysis of the interrelationships between individuals, thus providing a holistic perspective on group performance. However, most of the studies that use SNA in computer-supported collaborative learning scenarios derive their data from server log files, on the assumption that this data source reflects the way people really interacted online. This study, the purpose of which is to better understand the communication flows that really occur among users, challenges these assumptions through an experimental study that makes a comparison between the structural method normally used to detect the posting addressees and an approach enriched with semantic coding. Results show that this new coding schema, if compared with traditional structural coding, detected a greater number of addressees, thus allowing a greater number of postings to be included in an SNA adjacency matrix.     

社交型学习平台的构建

社交型学习平台改变了以课程为中心的学习模式,转向以学习者为中心,关注学习者的个人成长。Mahara是电子学档系统,又具有社交网络的功能,而且可与Moodle系统进行集成,从而构建起可灵活扩展的社交型学习平台。     

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.     

基于Moodle的“计算机网络技术”教学改革探索

传统的"计算机网络技术"课程教学存在若干问题。针对这些问题,笔者提出了利用Moodle网络教学平台,创建混合式教学的网络学习环境进行教学的新型教学模式,对此模式进行深入探讨,并应用到教学实践中,取得了良好的效果。本文以混合式教学理论为基础,阐述了构建Moodle网络教学平台的相关技术及其在"计算机网络技术"教学中的应用。     

基于Moodle的Web2.0自主学习平台建设研究

通过分析Web2.0模式下的网络学习的特征,提出构建基于Moodle的自主学习平台的解决方案。文章详细讨论了该平台的构建过程、系统功能模块及其在自主学习过程中的优势。最后,借助文章案例网站平台ALP中的网站调查/投票版块证实了该平台在自主学习中的有效性。     

协作学习中基于协同过滤的学习资源推荐研究

符合学习者特征的学习资源对于提高协作学习效率具有重要的影响。但是传统的学习资源推荐,没有充分考虑学习者、学习资源的特征和高效的推荐算法。针对上述问题,提出了基于协同过滤的学习资源推荐算法,根据学习者学习特征、学习资源特征和学习者对学习资源历史评价信息,采用协同过滤推荐算法,实现学习资源推荐。首先,通过学习者特征和学习资源的评分,寻找相似学习者并计算学习资源预测评分,然后根据该评分值和学习资源与学习者匹配度推荐学习资源,从而为学习者推荐符合自己兴趣爱好最合适的学习资源。实验结果表明该算法在个性化学习资源推荐的准确性上优于传统算法。     

Collaboration and Teamwork: Immersion and Presence in an Online Learning Environment

In the world of OTIS, an online Internet School for occupational therapists, students from four European countries were encouraged to work collaboratively through problem-based learning by interacting with each other in a virtual semi-immersive environment. This paper describes, often in their own words, the experience of European occupational therapy students working together across national and cultural boundaries. Collaboration and teamwork were facilitated exclusively through an online environment, since the students never met each other physically during the OTIS pilot course. The aim of the paper is to explore the observations that (1) there was little interaction between students from different tutorial groups and (2) virtual teamwork developed in each of the cross-cultural tutorial groups. Synchronous data from the students was captured during tutorial sessions and peer-booked meetings and analyzed using the qualitative constructs of immersion, presence and reflection in learning. The findings indicate that immersion was experienced only to a certain extent. However, students found both presence and shared presence, within their tutorial groups, to help collaboration and teamwork. Other evidence suggests that communities of interest were established. Further study is proposed to support group work in an online learning environment. It is possible to conclude that collaborative systems can be designed, which encourage students to build trust and teamwork in a cross cultural online learning environment.This revised version was published online in March 2005 with corrections to the cover dateFunded by the European Union through the TENTelecom programme.     

如何解决Windows环境下网络教学平台Moodle的安装配置问题

Moodle是目前流行的计算机网络教学平台,由于其自身的特点和优势,在教学领域中得到了广泛应用。但其安装过程较为复杂,需要对服务器做相关的一些配置,该文从计算机硬件要求和软件设置入手,将Moodle的安装过程和配置做了较为细致的研究。     

Moodle平台支撑下的网络课程构建研究

在提倡信息化教学及泛在学习背景之下,该研究对Moodle平台、网络课程建设的“核心要素”进行了优势点剖析。在两者特征分析基础上,找到两者的耦合点,试图以Moodle为网络课程建设平台载体,以“学习活动为中心”为理念,兼顾学习的效果及交互性现实体验,从而提出基于Moodle平台网络课程建设的设计方案,优化远程教学效果。     

基于Blackboard平台的北大教学网在不同规模课程中的应用与实践

本文以两门不同规模、不同定位的课程为例,总结在使用北大教学网过程中的体会,归纳利于学生自主学习的混合式教学方法,并对信息化环境下如何提高教学效果与学习效率提出了一些探讨性的建议。     

How and what university students learn through online and face-to-face discussion: conceptions, intentions and approaches

Abstract This paper reports a phenomenographic investigation into students' experiences of learning through discussion – both online and face to face (F2F). The study context was a second-year undergraduate course in psychology for social work in which the teacher had designed discussion tasks to begin in F2F mode and to continue online. A combination of open-ended questionnaires and semi-structured interviews was used to investigate students' conceptions of what they were learning, their intentions and their approaches to learning through discussion. Analysis of the interview and open-ended questionnaire data identified a number of qualitatively different conceptions, intentions and approaches to learning through discussion. Associations were found between what students thought they were learning through discussions, their approaches to learning through discussion and their course grade. Students with a cohesive conception and students adopting a deep approach (to learning through online discussion) got better course grades. There was no significant difference between deep and surface approaches to F2F discussion and course grade. The outcomes of this study have implications for the design of online and F2F discussion tasks and in particular for helping students adopt richer conceptions of what they stand to gain through discussion.     

OLES: an instrument for refining the design of e-learning environments

Abstract Designing and implementing effective e-learning is a complex process, which involves many factors. Lecturers need to constantly consider, evaluate and adjust these factors to provide effective e-learning environments for students. In this paper, we report on the design and development of the Online Learning Environment Survey (OLES), an instrument which can be used to gather and represent data on students' 'actual' (experienced) and 'preferred' (ideal) learning environments. We describe the use of this instrument in blended learning environments with university classes, illustrating how OLES can be used by educators striving for good practice in the design of effective online learning environments.     

Implementing flipped learning approach based on ‘first principles of instruction’ in mathematics courses

This study investigates the effect of E-learning (EL), blended learning (BL) and flipped learning (FL) approaches on the mathematics achievement, self-regulation and mathematics self-efficacy. Participants consist of 163 first-year students attending an associate degree program (a 2-year program) of a state university. The EL, BL and FL settings in the research were designed based on Merrill's ‘First Principles of Instruction Design Theory’. In the research in which a quasi-experimental pre-test–post-test research design was used, the data were obtained by means of mathematics achievement test, self-regulation and self-efficacy questionnaires. The experimental results showed that the mathematics achievement post-test scores of FL students were significantly higher than those of the students of EL and BL. No significant difference was found between BL and EL settings. In addition, FL students showed significantly higher self-regulation and mathematics self-efficacy than the other groups' students. According to these results, it can be said that the usage of FL approach in mathematics courses has a positive effect on the learning process of students. It is expected that the findings will be helpful in the future design and implementation of mathematics courses at vocational colleges.