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所在平台: Coursera |
课程主页: https://www.coursera.org/learn/k-12-education
课程评论：没有评论
课程名称：虚拟K-12课堂中的新兴趋势与技术 课程概述：欢迎参加虚拟K-12课堂中的新兴趋势与技术课程！本课程将帮助您在虚拟课堂环境中评估和实施技术，以最有效的方式使用技术。我们将讨论在完全在线环境中使用技术的可能性与挑战，尽管许多想法也可以应用于混合和传统环境。课程主要面向K-12的教师内容，重点关注针对美国高中生及其他国家13至18岁学生的案例。 课程内容将集中于虚拟教育，即混合式或全在线的教学与学习体验。尽管如此，您也可以将这些概念应用于传统课堂、成人教育和高等教育。课程中的大多数例子将以美国为基础。 完成本课程后，您将能够： - 定义教育技术在虚拟环境中的角色。 - 识别和评估用于虚拟课程教学或课程开发的现有和新兴技术。 - 使用协作学习工具设计和评估学习活动。 - 运用基于游戏的策略加深学生在虚拟课程中的参与感。 - 研究、评估并应用虚拟教育中的开放内容。 - 辩论大规模在线开放课程（MOOCs）在虚拟K-12教育中的作用。 课程大纲： 1. 模块1：K-12虚拟教育中教育技术的角色 - 探索技术在虚拟教育中的作用，评估适用技术，并实现技术在虚拟课堂中的有效实施。 2. 模块2：虚拟教育中的协作技术 - 研究协作学习技术，评估学习管理系统，以及审视K-12虚拟教育中异步和同步技术的应用。 3. 模块3：虚拟教育中的游戏化学习与徽章 - 讨论基于游戏的学习、徽章、增强现实和可穿戴技术，提供作业提交及同学作业评估的机会。 4. 模块4：虚拟教育中的开放内容 - 探讨K-12教育中的开放教育内容、网络资源与MOOCs，比较不同类型的开放教育内容及其对学生虚拟学习的益处，并辩论MOOCs在虚拟K-12教育中的角色。 通过本课程的学习，您将获得在虚拟K-12环境中有效使用新兴技术的必要知识与技能。
Name:Module 1
Description:Welcome to Module 1, The Role of Educational Technology in K-12 Virtual Education. In this module, we will explore the role of technology in virtual education, evaluate technologies for use, and how to implement technology in the virtual classroom. We will also review some common questions about trends and technologies and look at privacy considerations for K-12 students.
Name:Module 2
Description:Welcome to Module 2, Collaborative Technologies in Virtual Education. In this module, we will explore collaborative learning technologies and evaluate learning management systems. We will also review asynchronous and synchronous technologies for application in K-12 virtual education.
Name:Module 3
Description:In week three, we will discuss game-based learning, badging, augmented reality, and wearable technologies. You will also have the opportunity to submit your assignment and evaluate three of your classmates' work.Welcome to Module 3, Game-based Learning & Badges in Virtual Education. In this module, we will discuss gamification, game-based learning, and badges in virtual education. We'll also look at the authoring environments Minecraft and Scratch and explore potential uses for augmented reality and wearable technologies in the classroom.
Name:Module 4
Description:In week four, we will explore open educational content, web resources, and MOOCs in the context of K-12 education. Welcome to Module 4, Open Content in Virtual Education. In this module, we will compare different types of open educational content and how it can be beneficial to students learning virtually. We will also debate the role of MOOCs in virtual K-12 education.
Welcome to Emerging Trends and Technologies in K-12! This course will help you evaluate and implement technology in the most useful way within your virtual classroom setting. We will discuss the possibilities and challenges of using technology in fully online environments, although many of the ideas can be applied to blended and traditional environments as well. This course is focused on emerging trends and technologies, specifically for K-12 instructors. Most of the content will be aimed at high school-aged students in the U.S., or ages 13-18 in other countries. Due to the nature of some of the internet-based technologies, young students are required to be 13 or older to participate. That said, many of the examples we discuss can apply to younger ages. This course is focused on virtual education. In other words, blended or fully online teaching and learning experiences. Nevertheless, you can apply the concepts to a traditional class, adult education, and higher education. Lastly, please note that many of the examples will be U.S. based. Upon completing this course, you will be able to: • Define educational technology's role in supporting the virtual environment. • Identify and evaluate existing and emerging technologies for virtual course instruction or curriculum development. • Use collaborative learning tools to design and assess learning activities. • Use game-based strategies to deepen student engagement in virtual courses. • Research, evaluate, and employ open content in virtual education. • Debate the role of MOOCs in virtual K-12 education.
