[1]汪潇潇,刘威童.基于OBE理念的MOOC课程设计与案例分析[J].远程教育杂志,2017,(06):104-110.[doi:10.15881/j.cnki.cn33-1304/g4.2017.06.012]
 Wang Xiaoxiao,Liu Weitong.The Design of MOOC based on OBE Concept and Case Study[J].Distance Education Journal,2017,(06):104-110.[doi:10.15881/j.cnki.cn33-1304/g4.2017.06.012]
点击复制

基于OBE理念的MOOC课程设计与案例分析()
分享到:

《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2017年06期
页码:
104-110
栏目:
深度阐述
出版日期:
2017-11-15

文章信息/Info

Title:
The Design of MOOC based on OBE Concept and Case Study
作者:
汪潇潇; 刘威童
清华大学 教育研究院,北京 100084
Author(s):
Wang Xiaoxiao; Liu Weitong
Institute of Education, Tsinghua University, Beijing 100084
关键词:
MOOCOBE理念课程设计大数据
Keywords:
MOOC Outcome- based education (OBE) oncept Curriculum design Big data
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2017.06.012
文献标志码:
A
摘要:
近年来,MOOC在我国迅速发展,作为信息技术与高等教育深度融合的在线课程形式,在进行课程设计时也应当明确课程的具体目标——通过线上课程使学习者获得知识和能力。因此,在MOOC课程设计中引入OBE(Outcome Based Education,成果导向教育)理念,关注学习者的学习成果产出,是确保MOOC可持续发展的关键。基于OBE理念,以“知识-能力”作为教育产出目标,依据定义、实现、评价和使用四步骤,采用“回溯式”的教学设计方法,充分发挥MOOC大数据优势,提出了可广泛适用的MOOC课程设计框架;并通过“生活英语听说”与“英文探索”两门慕课的设计分析,阐释了该框架的应用。
Abstract:
In recent years, MOOC has been developing rapidly in China. As an online course of deep integration of information technology and higher education, it’s crucial to define concrete learning goals which are knowledge and capability. Therefore, the introduction of the concept of Outcome-Based Education (OBE) to MOOC is key to its sustainable development. According to the definition, realization, evaluation and application with the use of “retrospective” instruction design method, based on the concept of OBE and "knowledge-ability" as the goals of learning output, we take full advantages of big data and introduce the curriculum design framework which can be generalized. The paper reveals the application of the framework through the case study of the MOOCs, Conversational English and Exploring English.

相似文献/References:

[1]吴峰.企业知识的生产车间:企业MOOC的现状、特征与展望[J].远程教育杂志,2015,(03):019.[doi:10.15881/j.cnki.cn33-1304/g4.2015.03.003]
 Wu Feng.Production Workshop of Enterprise Knowledge: Characteristics, Present Situation and Prospect of Enterprise MOOC[J].Distance Education Journal,2015,(06):019.[doi:10.15881/j.cnki.cn33-1304/g4.2015.03.003]
[2]孙雨生,程亚南,朱礼军.基于MOOC的高校教学模式构建研究[J].远程教育杂志,2015,(03):065.[doi:10.15881/j.cnki.cn33-1304/g4.2015.03.010]
 Sun Yusheng,Cheng Yanan,Zhu Lijun.Research on Teaching Model Building Based on MOOC[J].Distance Education Journal,2015,(06):065.[doi:10.15881/j.cnki.cn33-1304/g4.2015.03.010]
[3]吕静静.开放大学混合式教学新内涵探究:基于SPOC的启示[J].远程教育杂志,2015,(03):072.[doi:10.15881/j.cnki.cn33-1304/g4.2015.03.011]
 Lv Jingjing.Research on New Connotation of Blended Learning?in?Open?University: An?Enlightenment?from?SPOC[J].Distance Education Journal,2015,(06):072.[doi:10.15881/j.cnki.cn33-1304/g4.2015.03.011]
[4]王 瑛,郑艳敏,贾义敏,等.教育信息化资源发展战略研究[J].远程教育杂志,2014,(06):003.[doi:10.15881/j.cnki.cn33-1304/g4.2014.06.001]
 Wang Ying,Zheng Yanmin,Jia Yimin,et al.Research on the Development Strategy of ICT Resources for Education[J].Distance Education Journal,2014,(06):003.[doi:10.15881/j.cnki.cn33-1304/g4.2014.06.001]
[5]黄小强,柯清超.cMOOC构成要素及其结构模型[J].远程教育杂志,2014,(06):087.[doi:10.15881/j.cnki.cn33-1304/g4.2014.06.011]
 Huang Xiaoqiang,Ke Qingchao.The Elements and Structural Model of cMOOC[J].Distance Education Journal,2014,(06):087.[doi:10.15881/j.cnki.cn33-1304/g4.2014.06.011]
[6]郭文革.网络课程类别分析——基于互联网教育传播模型的分析视角[J].远程教育杂志,2014,(05):041.
 Guo Wenge.The Classification of Online Course Model: From the Perspective of Online Education Communication System[J].Distance Education Journal,2014,(06):041.
[7]樊文强.基于关联主义的大规模网络开放课程(MOOC)及其学习支持[J].远程教育杂志,2012,(03):031.[doi:10.15881/j.cnki.cn33-1304/g4.2012.03.010]
 Fan Wenqiang.Connectivist MOOC and Its Learning Support[J].Distance Education Journal,2012,(06):031.[doi:10.15881/j.cnki.cn33-1304/g4.2012.03.010]
[8]孙立会.开放教育基本特征的变迁——兼议MOOC之本源性问题[J].远程教育杂志,2014,(02):030.[doi:10.15881/j.cnki.cn33-1304/g4.2014.02.005]
 SUN Li-Hui.The Changes of The Basic Features of Open Education:Concurrently on the issue of the origin of MOOC[J].Distance Education Journal,2014,(06):030.[doi:10.15881/j.cnki.cn33-1304/g4.2014.02.005]
[9]高 地.MOOC热的冷思考——国际上MOOCs课程教学六大问题的审思[J].远程教育杂志,2014,(02):039.[doi:10.15881/j.cnki.cn33-1304/g4.2014.02.006]
 Gao Di.A?Coolheaded?Response?to?the?Hot?Issue?MOOC: International Reflections on the Six Points of Teaching MOOCs[J].Distance Education Journal,2014,(06):039.[doi:10.15881/j.cnki.cn33-1304/g4.2014.02.006]
[10]马晓玲,曹 盼,邢万里,等.远程教育:一个开放的新纪元——透视美国远程教育2013年会[J].远程教育杂志,2014,(02):067.[doi:10.15881/j.cnki.cn33-1304/g4.2014.02.009]
 Ma Xiaoling,Cao Pan,Xing Wanli,et al.Distance Learning: A New Era of Openness:A Survey of The United States Distance Learning Association 2013 National Conference[J].Distance Education Journal,2014,(06):067.[doi:10.15881/j.cnki.cn33-1304/g4.2014.02.009]

备注/Memo

备注/Memo:
基金项目:本文系2016年度教育部在线教育研究中心在线教育研究基金(全通教育)重点课题“MOOC的可持续发展关键问题研究”(项目编号:100005011)项目成果之一。
更新日期/Last Update: 2017-11-16