[1]吴 忭,彭晓玲,胡艺龄.教育研究的去芜存菁之路:从多模态叙事到证据公平——美国AERA 2019年会述评[J].远程教育杂志,2019,(04):013-23.[doi:10.15881/j.cnki.cn33-1304/g4.2019.04.002]
 Wu Bian,Peng Xiaoling,Hu Yiling.Leveraging Educational Research in a “Post-truth”Era: From Multimodal Narratives to Democratize Evidence:Review of 2019 AERA Annual Meeting[J].Distance Education Journal,2019,(04):013-23.[doi:10.15881/j.cnki.cn33-1304/g4.2019.04.002]
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教育研究的去芜存菁之路:从多模态叙事到证据公平——美国AERA 2019年会述评()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2019年04期
页码:
013-23
栏目:
本期特稿
出版日期:
2019-07-10

文章信息/Info

Title:
Leveraging Educational Research in a “Post-truth”Era: From Multimodal Narratives to Democratize Evidence:Review of 2019 AERA Annual Meeting
作者:
吴 忭; 彭晓玲; 胡艺龄
华东师范大学 教育学部 教育信息技术学系,上海 200062
Author(s):
Wu Bian; Peng Xiaoling; Hu Yiling
Department of Educational Information Technology, East China Normal University, Shanghai 200062
关键词:
多元交互脑智与情感多模态数据素养自动会话分析社交机器人可穿戴式生物传感技术
Keywords:
Multi-interaction Brain Intelligence and Emotion Multimodal Data Literacy Automatic Discourse Analysis Social Robotics Wearable Biometric Sensors
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2019.04.002
文献标志码:
A
摘要:
2019年4月5日-9日,美国教育研究协会(AERA)年会在加拿大多伦多市召开,年会主题是“教育研究的去芜存菁之路:从多模态叙事到证据公平”。年会研讨的内容十分丰富,涵盖了学习科学与学习技术领域的一些前沿研究,从智慧、深度、全息、泛在连接的技术时代背景,通过协同交互,建立资源的流动与互通,实现人与人、人与环境的赋能,进而形成跨界融合的学习生态。为此,从理解学习、设计学习和评价学习三个维度,可勾勒出智能化时代教育生态的概貌,并从跨尺度融合研究、构筑学习设计生态圈和基于理解的学习评价的角度阐述未来研究发展趋势,以期为领域学者及教育工作者提供借鉴。
Abstract:
AERA 2019 was held in Toronto, Canada from the 5th to the 9th of April. The theme of this year was “Leveraging educational research in a ‘Post-truth’ era: From multimodal narratives to democratize evidence”. This review study focused on the frontier research of the learning sciences and learning technology in this conference. The study tried to address the issue of cooperation and interaction; realizing resource flow and sharing; empowering between human and environment which in turn, forming the integrated learning ecosystem in this intelligent, deep, widely-connected information age. To achieve this, the study depicted the landscape of education ecosystem from learning understanding, learning design and learning assessment dimensions. Future research directions were demonstrated in terms of multiscale study, learning design community establishment, and learning assessment based on understanding.

备注/Memo

备注/Memo:
基金项目:本文系2019年度教育部人文社会科学研究青年基金项目“基于虚拟实习的STEM教师教育创新模式与应用研究”(项目编号:19YJC880033)的成果。
更新日期/Last Update: 1900-01-01