[1]李彤彤,武法提,杨士卿.网络学习环境生态化设计方法研究——基于给养的“一主体、两匹配”3M设计模型[J].远程教育杂志,2018,(02):076-86.[doi:10.15881/j.cnki.cn33-1304/g4.2018.02.008]
 Li Tongtong,Wu Fati,Yang Shiqing.Research on Ecological Design Methods of Online Learning Environments:A “1 Mainline, 2 Matches ” Design Model based on Affordance[J].Distance Education Journal,2018,(02):076-86.[doi:10.15881/j.cnki.cn33-1304/g4.2018.02.008]
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网络学习环境生态化设计方法研究——基于给养的“一主体、两匹配”3M设计模型()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2018年02期
页码:
076-86
栏目:
学习新论
出版日期:
2018-03-23

文章信息/Info

Title:
Research on Ecological Design Methods of Online Learning Environments:A “1 Mainline, 2 Matches ” Design Model based on Affordance
作者:
李彤彤; 武法提; 杨士卿
1.天津师范大学 教育科学学院,300387;2.北京师范大学 教育学部,100875
Author(s):
Li Tongtong; Wu Fati; Yang Shiqing
1.School of Education Science, Tianjin Normal University, Tianjin 300387;2. School of Education, Beijing Normal University, Beijing 100875
关键词:
网络学习环境生态化设计给养给养设计模型设计方法
Keywords:
Online Learning Environment Ecological Design Affordance Affordance-based Design Model Design Methods
分类号:
G443
DOI:
10.15881/j.cnki.cn33-1304/g4.2018.02.008
文献标志码:
A
摘要:
从生态学的视角看,学习者的学习行为是由学习者的学习意图、效能和网络学习环境的给养共同决定的。网络学习环境生态化设计的关键是设计给养,以使其能够更好地与学习者效能动态契合,这对于创设学习者与学习环境互动共生的网络学习生态有着重要的意义。针对“如何进行生态化设计”这一问题,提出的“一主线(1 Mainline)、两匹配(2 Matches)”的给养设计模型(简称3M模型),并分别对基于给养的主线和匹配的设计策略进行了论证。可以看到:一主线(1M)是指由“学习目标-学习活动”这一统一体决定的主线导向着网络学习环境的设计;匹配一(2M)是指学习工具的选择要与学习活动的需求以及学习者的效能相匹配,同时给出了一个给养分类系统,作为设计匹配的桥梁;匹配二(3M)是指学习资源的设计要与学习活动的需求以及学习者的效能相匹配,从资源的形式(感官给养)、资源的内容(认知给养)、资源的情境性(情境给养)、资源的交互性(交互给养)四个方面,建立了学习资源的分析框架,作为设计资源匹配的策略。
Abstract:
From ecological perspective, learners’ behavior is determined by learners’ intention, learners’ effectivity and affordances of online learning environments. The key to ecological design of online learning environments is designing affordances in order to fit into learners’ effectivity dynamically. Aiming at the question “How to design and integrate the affordances”, we proposed the “1 Mainline, 2 Matches Affordance-based design Model” (3M Model) based on ecological learning view and teaching theory from micro-class teaching level, and then gave the methods for the mainline and two matches design. The core concepts of the design model are embodied in 3M. 1M:Mainline, the mainline determined by learning objectives and learning activities leading the design process. Objectives and Learning activities are unified. 2M:Match 1, the choice of learning tools should be based on the match between the affordance requirements of learning activities and the affordances of learning tools. We give affordance taxonomy served as the bridge to design the match. 3M:Match 2, learning resources design should be based on the match between the affordance requirements of learning activities and the affordances of learning resources. We build an analysis framework from four aspects: the form of resources (sensory affordance), the contents of resources (cognitive affordance), the situatedness of resources (contextual affordance), and the interactivity of resources (interactive affordance).

相似文献/References:

[1]李文光 张 情 李洪娟.富交互型网络学习环境探索与实证研究——基于大学英语实践能力培养的视角[J].远程教育杂志,2012,(04):079.
 Li Wenguang,Zhang Qing,Li Hongjuan.The Exploration of Rich Interactive Network Learning Environment and Empirical Study:From the Perspective on Cultivating Practical Ability of College English[J].Distance Education Journal,2012,(02):079.
[2]张坤颖,张家年,徐 影.网络环境下自主学习模型的构建——兼论 web 3.0 的理念与引领趋势[J].远程教育杂志,2012,(05):096.
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[3]李彤彤,武法提.从“机械还原”到“有机整体”:网络学习环境设计的生态转向[J].远程教育杂志,2017,(03):062.[doi:10.15881/j.cnki.cn33-1304/g4.2017.03.007]
 Li Tongtong,Wu Fati.From “Mechanical Reductionism” to “Organic Holism”:The Ecological Diversion of Online Learning Environments Design[J].Distance Education Journal,2017,(02):062.[doi:10.15881/j.cnki.cn33-1304/g4.2017.03.007]

备注/Memo

备注/Memo:
基金项目:本文系2017年度国家社科基金青年项目“基于社交媒体大数据的大学生心理危机预警机制研究”(项目编号:17CSH043)的研究成果。
更新日期/Last Update: 2018-03-23