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所在平台: Coursera |
课程主页: https://www.coursera.org/learn/elearning
课程评论：没有评论
课程名称：电子学习生态系统：数字时代的创新教学与学习方法 概述：几十年来，教育工作者和技术专家一直在宣扬技术在学习中的变革力量。然而，尽管有这种言论，许多教育机构仍然相对未受到技术的影响。即使引入技术，带来的变化有时也显得微不足道。比如，印刷教材被电子书替代，知识与学习的社会关系是否因此改变？机械化的笔纸测试是否改变了我们评估系统的本质？技术不一定会带来显著的变化，甚至可能并不代表教育的进步。那么，什么是新的可能性？我们该如何利用技术在教育中创新？ 本课程探讨了电子学习生态系统的七个“赋能”，它们为我们称之为新学习的转型、21世纪学习开启了真正的可能性： 1. 无处不在的学习 2. 主动知识构建 3. 多模态意义建构 4. 递归反馈 5. 协作智能 6. 元认知 7. 差异化学习 这些赋能一旦被识别和利用，将使学习者能够在信息流与沟通工具日益主导的数字化世界中取得成功。本课程提供了多种学习技术及其应用实例，以不同程度展示这些赋能力量的实际运用。 推荐背景：适合对教育未来和“学习社会”感兴趣的人，包括希望从事教育工作的人、想要探索教育职业未来方向的在职教师，以及认为自身使命部分是“教育性”的社区和职场领导者。 相关资源：本课程基于以下书籍：[《学习生态学》](https://www.amazon.com/Learning-Ecologies-Bill-Cope/dp/1138193720)，并提供其他在线资源：[学习资源](https://newlearningonline.com/e-learning)。 注册学分：本课程与伊利诺伊大学的研究生证书、硕士和博士项目中相同，涉及学习设计与领导力的内容。同时欢迎通过观看视频和参与讨论等方式参与学习。 学习设计与领导力系列MOOCs：本课程是由Bill Cope和Mary Kalantzis为伊利诺伊大学学习设计与领导力项目创建的八个MOOC之一。如果您觉得这个MOOC有帮助，欢迎参与其他课程！ 课程模块概要： 1. **第一模块：课程导览 + 无处不在的学习** 探讨“电子学习生态”的概念及其赋能，重点介绍无处不在的学习。 2. **第二模块：主动知识构建 + 多模态意义** 介绍学习者掌控知识构建的过程和支持思考的多种工具。 3. **第三模块：递归反馈 + 协作智能** 研究快速反馈循环的可能性及网络环境中合作智能的促进。 4. **第四模块：元认知 + 差异化学习** 讨论思考过程和满足学习者不同需求的学习方法，共同评估电子学习技术的应用。 如需更多信息与申请，请访问相关链接。
Part: 1
Title:Module 1: Course Orientation + Ubiquitous Learning
Description:We begin this module with an introduction to the idea of an "e-learning ecology" and the notion of "affordance." We use this idea to map the range of innovative activities that we may be able to use in e-learning environments – not that we necessarily do. Many e-learning environments simply reproduce the worst of old, didactic pedagogies. We then go on to explore the notion of "ubiquitous learning," the first of seven "affordances" in computer-mediated educational applications and environments that we examine in this course.
Part: 2
Title:Module 2: Active Knowledge Making + Multimodal Meaning
Description:This module examines two more e-learning affordances: "active knowledge making," or the right and responsibility of learners to take a degree of control over their own knowledge making; and "multimodal meaning-making," or the tools learners now have at hand to support their thinking and to represent the knowledge they have gained – including, for instance, text, image, diagram, animation, simulation, dataset, video, audio, or embedded web media.
Part: 3
Title:Module 3: Recursive Feedback + Collaborative Intelligence
Description:Two further e-learning affordances are explored in this module: "recursive feedback," or the rapid and repeatable cycles of feedback or formative assessment now available, including machine feedback and machine-mediated human feedback; and the "collaborative intelligence" fostered by the very social nature of Web 2.0 and contemporary e-learning environments.
Part: 4
Title:Module 4: Metacogniton + Differentiated Learning
Description:We come now to the last two of our seven e-learning affordances: "metacognition," or the process of thinking about thinking – a second order, more abstract, theoretical, and generalizable way of thinking; and "differentiated learning," addressing learners' different needs and interests. Together, these seven affordances become a tool with which to evaluate the scope of an e-learning technology and its application.
For three decades and longer we have heard educators and technologists making a case for the transformative power of technology in learning. However, despite the rhetoric, in many ways and at most institutional sites, education is still relatively untouched by technology. Even when technologies are introduced, the changes sometimes seem insignificant and the results seem disappointing. If the print textbook is replaced by an e-book, do the social relations of knowledge and learning necessarily change at all or for the better? If the pen-and-paper test is mechanized, does this change the nature of our assessment systems? Technology, in other words, need not necessarily bring significant change. Technology might not even represent a step forward in education. But what might be new? How can we use technologies to innovate in education? This course explores seven affordances of e-learning ecologies, which open up genuine possibilities for what we call New Learning – transformative, 21st century learning: 1. Ubiquitous Learning 2. Active Knowledge Making 3. Multimodal Meaning 4. Recursive Feedback 5. Collaborative Intelligence 6. Metacognition 7. Differentiated Learning These affordances, if recognized and harnessed, will prepare learners for success in a world that is increasingly dominated by digital information flows and tools for communication in the workplace, public spaces, and personal life. This course offers a wide variety of examples of learning technologies and technology implementations that, to varying degrees, demonstrate these affordances in action. -------------------------------- Recommended Background -------------------------------- This course is designed for people interested in the future of education and the "learning society," including people who may wish to join education as a profession, practicing teachers interested in exploring future directions for a vocation that is currently undergoing transformation, and community and workplace leaders who regard their mission to be in part "educative." -------------------------------- Related Resources -------------------------------- This course is based on the following book: https://www.amazon.com/Learning-Ecologies-Bill-Cope/dp/1138193720 Additional online resources are available here: https://newlearningonline.com/e-learning -------------------------------- Take this Course for Credit at the University of Illinois -------------------------------- This course has the same content and anticipates the same level of contribution by students in the e-Learning Ecologies course offered to graduate certificate, masters, and doctoral level students in the Learning Design and Leadership Program in the College of Education at the University of Illinois. Of course, in the nature of MOOCs many people will just want to view the videos and casually join some of the discussions. Some people say that these limited kinds of participation offer evidence that MOOCs suffer from low retention rates. Far from it – we say that any level of engagement is good engagement. On the other hand, if you would like to take this course for credit at the University of Illinois, you will find more information about our program here: https://newlearningonline.com/kalantzis-and-cope/learning-design-and-leadership-program And you can apply here: https://education.illinois.edu/epol/programs-degrees/ldl -------------------------------- The Learning Design and Leadership Series of MOOCs -------------------------------- This course is one of a series of eight MOOCs created by Bill Cope and Mary Kalantzis for the Learning Design and Leadership program at the University of Illinois. If you find this MOOC helpful, please join us in others! e-Learning Ecologies: Innovative Approaches to Teaching and Learning for the Digital Age https://www.coursera.org/learn/elearning New Learning: Principles and Patterns of Pedagogy https://www.coursera.org/learn/newlearning Assessment for Learning https://www.coursera.org/learn/assessmentforlearning Learning, Knowledge, and Human Development https://www.coursera.org/learn/learning-knowledge-human-development Ubiquitous Learning and Instructional Technologies https://www.coursera.org/learn/ubiquitouslearning Negotiating Learner Differences: Towards Productive Diversity in Learning https://www.coursera.org/learn/learnerdifferences Literacy Teaching and Learning: Aims, Approaches and Pedagogies https://www.coursera.org/learn/literacy-teaching-learning Multimodal Literacies: Communication and Learning in the Era of Digital Media https://www.coursera.org/learn/multimodal-literacies
