[1][荷兰]杰罗姆 J. G.范梅里恩伯尔,艾迪W.布特,白文倩,等.学习对象的整体教育观——再利用问题之未来方向[J].远程教育杂志,2013,(02):057-65.[doi:10.15881/j.cnki.cn33-1304/g4.2013.02.011]
 Jeroen J. G. van Merri?nboer,Eddy W. Boot Translated by Bai Wenqian,Sheng Qunli.A Holistic Pedagogical View of Learning Objects: Future Directions for Reuse[J].Distance Education Journal,2013,(02):057-65.[doi:10.15881/j.cnki.cn33-1304/g4.2013.02.011]
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学习对象的整体教育观——再利用问题之未来方向()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2013年02期
页码:
057-65
栏目:
学习新论
出版日期:
2013-04-01

文章信息/Info

Title:
A Holistic Pedagogical View of Learning Objects: Future Directions for Reuse
作者:
[荷兰]杰罗姆 J. G.范梅里恩伯尔;艾迪W.布特;白文倩;盛群力译
1.荷兰马斯特里赫大学;2.荷兰应用科学研究院;3. 浙江大学教育学院,浙江杭州,310028
Author(s):
Jeroen J. G. van Merri?nboer1 ; Eddy W. Boot2 Translated by Bai Wenqian3 ; Sheng Qunli4
1.Maastricht University, The Netherlands 2.TNO Human Factors, The Netherlands3.4. Zhejiang University, Hangzhou Zhejiang 310028
关键词:
学习对象再利用整体教育观教学设计教育技术
Keywords:
Learning objects Reuse Holistic pedagogical view Educational technology
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2013.02.011
文献标志码:
A
摘要:
学习材料的再利用问题是教育领域内正在显露并且十分重要的问题。一般的看法是,学习对象在学科上使用,由于其借助了学习内容的模块化,从而为再利用创造了良好条件。从教育视角认识学习对象,可以区分出两种基本的取向。一种是“分析观”,其与当下流行的学习对象教育技术途径完全一致;另一种是“整体观”,目前尚未被充分认识其价值。同样,还有一些与两种认识取向相一致的问题有待于解决。一种是与分析观相匹配的“小问题”,包括了元数据问题、排序问题和交换问题;另一种是与整体观相匹配的“大问题”,包括了情境问题、教育功能问题和一致性问题。目前,强调了一种以重新编辑代替再次利用、中间产品代替最终产品、呈现模板代替给出实体以及技术上尽力实现自动化为特征的综合途径正在受到重视,有可能成为解决学习对象再利用问题的一个方向。
Abstract:
Reuse of learning materials is an emerging and important theme in the field of education. A popular idea is that a disciplined use of so-called learning objects, as the modular building blocks of learning content, may offer good opportunities for reuse. Two pedagogical views are distinguished: An analytical pedagogical view that is fully consistent with the traditional technological approach to learning objects, and an alternative holistic pedagogical view that is insufficiently recognized in this technological approach. Problems associated with both views are discussed. With regard to the analytic view, relatively small problems pertain to: (1) the metadata problem, (2) the arrangement problem, and (3) the exchange problem. With regard to the holistic view, more fundamental problems pertain to: (1) the context problem, (2) the pedagogical function problem, and, (3) the correspondence problem. An integrative approach stressing reediting, intermediate products, templates, and technical automation is presented as a possible direction to overcome these problems.

备注/Memo

备注/Memo:
基金项目:全国教育科学十一五规划教育部重点课题“五星教学过程研究”(批准号: DHA090182)成果之一。
更新日期/Last Update: 2013-04-01