国外不同MOOC的教学设计比较研究

【作者】 王敏；

【导师】 马红亮；

【作者基本信息】 陕西师范大学 ， 教育技术学， 2014， 硕士

【摘要】 随着信息技术的蓬勃发展及网络教学的快速进步,在线教育和在线学习得到了人们越来越多的重视。自从2001年以来,麻省理工学院的网络课件开放计划(Open Course Ware, OCW),其核心理念在于将课程资源对学习者实行完全开放和共享,将教育资源的利用价值得到最大限度地扩大,允许使用者根据的个人需求对资源进行重组或改造,注重资源的共享与重用。2012年以来,MOOC (Massive Open Online Course,大规模在线开放课程),在全世界便开始流行,成千上万甚至几十万人一起学习同一门课程,这就使得教学模式和学习模式都发生了深刻的变化。MOOC作为一种新型的在线教学模式,冲击着全球学校教育的改革与发展。因此,国内外知名的大学和机构都对MOOC纷纷投来了关注的目光。在开放、共享的理念下,国外的Coursera公司、edX、Udacity组织,还有可汗学院、Udemy、P2PU这几个机构,都在创建了自己的课程学习平台,并在平台上开设涉及多个学科的在线课程,提供给学习者自由地、选择地学习和体验。同时,国内有上海交通大学、复旦大学已宣布加盟Coursera,清华大学、北京大学宣布正式加盟edX,向全世界推出中国大学的公开课。这些中国知名大学MOOC的发起,预示着在国内,大规模开放在线课程将会给高校、高等教育带来一定程度上的契机和挑战。显然,MOOC的发展和更新受到了更多的学者和研究机构的青睐。在对国外大规模开放在线课程的研究现状分析中,可以得出在对国外优秀的大规模开放在线课程的的课程设计比较研究方面,是一个新的研究点。结合高校教师对国外优秀开放课程的本地化应用实践,从中可以发现,教师在面对国外优秀的开放课程资源时,教师如何在教学上进行本地化地应用上存在一定的问题；是否国外的开放课程能够拿来直接应用于教师的课堂教学,这也是一个现实存在和需要解决的问题。那么,对国外优质的大规模开放课程进行比较,并做以分析,从中可以获得有关课程设计、开发、实施的启示和建议,也就成为了本研究的核心问题。因此,本研究基于上述背景,主要集中于对国外大规模开放在线课程的课程设计方面的课程资源设计、学习活动设计、学习评价三个方面做出比较研究,根据研究问题、研究内容的特点,文章主要分为以下六章。第1章,绪论部分。从“大规模开放在线课程”这一概念的引入出发,并对本研究提出的研究背景、研究现状、研究内容和目的作了详尽的陈述。第2章,研究设计。主要是包括了本研究的研究对象、所采取的研究方法以及完成本研究工作的研究思路,都作出了详细的解释和说明。第3章、第4章和第5章是本研究的核心部分。第3章主要是从所选取的四门大规模开放在线课程的资源设计角度出发,分别分析了英国开放大学、Future Learn、Coursera、CCK11这四门课程的资源是如何设计的,主要是从课程信息、课程内容、课程目标、课程材料的呈现方式等各方面着手,分析了其中它们之间的异同之处。第4章,这章主要针对这4门国外的大规模开放在线课程的学习活动设计这一模块进行比较、分析,了解这些课程在开设中的学习活动是如何设置的,活动的组织和实施是如何进行的。第5章,这章则主要是根据在线教学的评价环节,对国外4门大规模开放在线课程进行比较。其中包含了所采取的的评价方式、手段和工具是怎么设计的。第6章,结论与启示部分。总结本次研究的研究结论、研究的创新点和不足之处,并提出从本研究获得的启示以及后续研究的方向。最后,希望本次研究能够为热爱国外大规模开放在线课程的本地化教学应用的研究者提供一定的借鉴,同时希望为我国的MOOC推广及实践应用略尽绵薄之力。更多还原

【Abstract】 With the booming development of information technology and the rapid advances of network teaching, online education and online learning is gaining more and more attention. Since2001, the network courseware open plan (Open Course Ware, OCW) of Massachusetts Institute of Technology, the core idea is that the curriculum resources are fully open and shared to all the learner, it will make the usage value of education resources to maximize, it allows the user to reorganize or transform the resources on the base of individual needs, it also focuses on the sharing and reusing of resources. Since2012,MOOC (Massive Open Online Course),it has became more and more popular all around the world, thousands of or even hundreds of thousands people on a course together, which makes teaching and learning patterns occur a profound change. MOOC, as a new online teaching model, it has brought the significant impact on the reform and development of the global school education. Therefore, the well-known universities and institutions all have cast a concerned eye on the MOOC. Under the idea of the open and sharing, at abroad,Coursera company, edX and Udacity organizations, as well as Khan Academy, Udemy and P2PU, these institutions have created their own course learning platform, and involving multiple disciplines online courses on their platform, providing these to learners freely choose to learn and experience. Meanwhile, in China, Shanghai Jiao tong University, Fudan University, they have announced to join the Coursera, Tsinghua University and Peking University have announced officially joined the edX, and have being launched the open class of China’s universities to the world. The launching of MOOC in these famous Chinese universities, it indicates that massive open online courses will bring opportunities and challenges at some extent to universities and higher education in the domestic.Obviously, the development and updating of MOOC favored by more scholars and research institutions. From the abroad study situation analysis of massive open online courses, we can obtain that the comparative study aspect of curriculum design about foreign massive open online courses is a new study points. Combine the of localized application practice on foreign outstanding courses by college teachers, which can be found that when teachers face the foreign outstanding open curriculum resources, how to apply these to localization in teaching, is a problem; whether can we take abroad open courses directly to apply in the teachers’classroom, it is also a problem what has exsisted to be solved. So, from the comparison and analysis of foreign high-quality massive open courses, which you can get some recommendations and advices about the curriculum design, development, implementation, it has become a core issue of this study.Therefore, based on the above backgrounds, this study mainly focused on making a comparative study about the curriculum design of massive open online courses in abroad, from the curriculum design, learning activities design and teaching evaluation in three aspects, according to the research questions and characteristics of research, this article divided into the following six chapters.The first chapter, introduction section. From the introduction of the "massive open online course" this concept, and made a detailed statement about the research background, current situation, research purpose, and research content.The second chapter, the study design. In this section, mainly including the research object, the research approaches which taken in this study, research ideas, these have been made a detailed explanation and description.The third chapter, the fourth chapter and chapter5,which is the core part of this study. In the chapter3is mainly from the perspective of the resource design of four massive open online courses which has been selected from abroad to start, respectively analyzed the resources design from the Open University, Future Learn, Coursera, and CCK11these four courses, mainly from the course content, course overview, course objectives, and the presentation about course materials and other aspects to commence, then from which can we analyzed at the similarities and differences between them.The fourth chapter, which mainly aimed at the learning activities design module to compare and analyze these abroad massive open online courses, in order to understand how the learning activities is setting in the learn of these courses, and how to organize and implement the learning activities and so on.The fifth chapter, this chapter is mainly based on the evaluation aspects of online teaching to make the comparison about foreign four massive open online courses, in which, including the evaluation methods, means and tools which are taken by, and how to design these.The sixth chapter is the conclusion and revelation section. This article will summarizes the research conclusions, the innovation point of the research, the deficiencies of research in this study, and put forward the inspiration gained from this study and the direction of subsequent research.At the end of this article, we hope this study can provide a reference for the researchers who are fond of the abroad massive open online courses in teaching localization application, and also hope that we can contribute a little strength on the promotion and practical application of the domestic MOOC.更多还原