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所在平台: Coursera |
课程主页: https://www.coursera.org/learn/ubiquitouslearning
课程评论：没有评论
课程名称：普遍学习与教学技术 概述：本课程将分析当前可用于学习的技术，涵盖的领域包括学习管理系统、智能辅导、计算机自适应测试、游戏化、模拟、社交媒体和同伴互动中的学习、学习的普遍设计、差异化教学系统、大数据与学习分析、注意力监测和情感感知系统。参与者将探索适合技术选择和实施的过程、电子学习资源的设计、数字媒体在教学和学习中的设计与应用、网页可用性和无障碍性的熟悉，以及对技术在教育中好处的批判性分析。 推荐背景：本课程旨在为对教育未来和“学习型社会”感兴趣的人士设计，包括希望加入教育行业的人员、对教育职业未来发展感兴趣的在职教师，以及将教育视为自己一部分使命的社区和工作场所领导者。 相关资源：本课程基于书籍《学习生态》，可在此处查看：https://www.amazon.com/Learning-Ecologies-Bill-Cope/dp/1138193720。额外的在线资源可在此处找到：https://newlearningonline.com/e-learning。 选择获得学分：本课程内容与伊利诺伊大学的“电子学习生态”研究生证书、硕士和博士课程中的内容一致。如果您希望在伊利诺伊大学获取学分，可以在这里获取更多信息：https://newlearningonline.com/kalantzis-and-cope/learning-design-and-leadership-program，并在此处申请：https://education.illinois.edu/epol/programs-degrees/ldl。 学习设计与领导系列MOOCs：本课程是由比尔·科普和玛丽·卡兰齐斯为伊利诺伊大学的学习设计与领导项目创建的八个MOOCs中的一个。如果您发现本课程有帮助，欢迎参加其他课程！ 课程大纲： 1. 课程导览：介绍来自伊利诺伊大学的领先研究者对技术创新的见解，探索普遍技术中介沟通环境下学习的未来。 2. 普遍学习：考察普遍学习对评估和教学的影响，以及技术作为社会关系的中介。 3. 教学技术：关注技术在评估和非正式学习中的教学实践应用的案例研究。 4. 目标和成果：探索学习中的技术的其他案例和问题，审视课堂的本质、编程作为课程实践，以及衡量学习成果的问题。
Name:Course Orientation
Description:With presentations by leading researchers on technology innovation at the University of Illinois, this learning module explores the future of learning in an environment of ubiquitous technology-mediated communication. Bill Cope pushes the boundaries of possibility with his five propositions about the future of learning. Cris Mayo explores the gendered aspects of technology and ways in which we can critically engage with technologies in education. H Chad Lane explores the dynamics of technology-mediated learning in games and museums. Maya Israel introduces the challenges and opportunities of teaching computer science.
Name:Ubiquitous Learning
Description:This module examines the implications of ubiquitous learning for assessment and instruction, and technology as a mediator of social relations.
Name:Instructional Technologies
Description:The course now turns to look at some of the applications of technology in pedagogical practice in case studies of assessment, and in experiential informal learning.
Name:Goals and Outcomes
Description:The final module explores some additional cases and issues of technology in learning, examining the nature of the classroom, computer coding as a curriculum practice, and finally the question of measuring learning outcomes.
This course will analyze currently available technologies for learning. Areas addressed include: learning management systems, intelligent tutors, computer adaptive testing, gamification, simulations, learning in and through social media and peer interaction, universal design for learning, differentiated instruction systems, big data and learning analytics, attention monitoring, and affect-aware systems. Participants will explore the processes for selection and implementation of suitable technologies, the design of electronic learning resources, design and application of digital media in teaching and learning, familiarization with web usability and accessibility, and critical analysis of the benefits of technologies in education. -------------------------------- 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
