个人学习环境设计视角下自主学习的建模与实现
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摘要
在知识经济和终身学习的背景下,自主学习被赋予了从未有过的价值与使命,新的发展急需自主学习实现方式及其支持环境变革以应对未来学习的转变以及未来学习者迫切的自主追求,显然遵循“课程”与“课堂”操作隐喻的传统学习环境已无法胜任,因此问题的解决要求发展一种符合时代发展精神、吻合当前教育与技术理念的新的自主学习实现框架。对此,论文将设计的视角投向当前先进的个人学习环境(PLE)的建构理念,并分析了个人学习环境与自主学习两者结合在社会文化上和技术方法上的必然。
由于能够借鉴的国内外研究几乎没有,因此论文采用了“分析差异——发现线索——寻求解决”的研究路线：首先从分析传统学习环境(以LMS为代表)到PLE中学习所发生的转变出发,然后从学习组织、学习体验、学习支持和环境架构多个角度寻找线索和理论依据,最后建构出基于PLE的自主学习(PLE-SRL)这一全新学习模式的概念模型。
PLE-SRL模型从学习的组织和保障两方面进行了重点细化。在学习组织上该模型的最大的特点在于不直接映射教与学的过程逻辑,而是以学习活动的层级组织作为支架,将自主学习的调控过程和PLE环境的建构以一种半结构化的方式进行整合,强调边学习边建设,并提炼出自主学习活动的五类构成元素以及三级逻辑组织,探讨了这一新型结构体系的建设机制、调控机制、感知机制、关联机制和导航机制,还结合典型案例讨论了其各种教育应用场景和应用模式。在学习保障上,该模型将以集体智慧为核心特征的社会关联技术引进自主学习的学习支持设计中,以实现在分布式的开放环境中最优化地组织并联结来自多元化渠道的适合的内容、工具和人,还提出实现这一学习支持的三层模型,并深入研究了其中一些关键性技术,包括学习活动流描述模型、关联推送策略矩阵、激励与优化机制等。
论文最后从零代码开始设计并实现了PLE-SRL模型的原型系统,从自主学习的支持度和可接受性两个方面分别对原型系统展开了评价以及试用,实证了系统架构的可行性和理论研究的合理性。
Self-regulated learning has never been endowed with unprecedented values and missions against the background of knowledge economy and lifelong learning. Changes of the implementation of self-regulated learning and its support environment are urgently needed in response to the transitions of learning style and the self-pursuit of learners in the future. Obviously, following the operating metaphors of course and class, traditional learning environment is incompetent to meet the challenges. Developing a new implementation framework of self-regulated learning which conforms to the time spirit and the current education and technology ideas thus becomes pressing. In this regard, the paper chooses the perspective of the state-of-the-art learning environment construct concept of personal learning environment (PLE), and discusses the inevitable combination of personal learning environment and self-regulated learning from the aspects of social culture and technical method.
As there are rather few previous studies found domestically and internationally, the paper adopts the research route of "analyzing differences-finding clues seeking solutions". The paper starts with analyzing the changes of learning activity occured in the traditional learning environment (represented by LMS) and PLE. Clues and theoretical bases are then sought from multiple angles, including learning organization, learning experience, learning support and environment construction. Finally, the paper constructs the brand new conceptual model of self-regulated learning based on PLE (called PLE-SRL).
PLE-SRL model is refined vitally in two aspects:learning organization and learning support. In terms of learning organization, the distinct feature of the model lies in not directly mapping the procedural logic of teaching and learning, but integrating learning regulation process and PLE construction in a semi-structured way, supported by the hierarchical organization of learning activities. The model emphasizes the importance of learners' constructing over their learning process. The paper extracts five elements and three logical structures of self-regulated learning, discusses the model's mechanisms of construction, regulation, perception, association and navigation, and gives its typical cases in various educational application scenarios and application modes. In terms of learning support, the model introduces the social relevance technology which is characterized by collective intelligence, to achieve the goal of organizing and aggregating optimally the suitable contents, tools and people which come from diversified channels in a distributed open environment. The paper proposes a three-tier framework to implement this kind of learning support, and studies into some key technologies in depth, including the descriptive model of learning acitivity streams, the matrix of relevance push strategy, the incentive and optimization mechanism, etc.
The prototype system of PLE-SRL model is finally designed and developed by using zero code. The paper evaluates and tries the prototype system from the support of self-regulated learning and technology acceptance, demonstrating the feasibility of the system and the rationality of the model.
由于能够借鉴的国内外研究几乎没有,因此论文采用了“分析差异——发现线索——寻求解决”的研究路线：首先从分析传统学习环境(以LMS为代表)到PLE中学习所发生的转变出发,然后从学习组织、学习体验、学习支持和环境架构多个角度寻找线索和理论依据,最后建构出基于PLE的自主学习(PLE-SRL)这一全新学习模式的概念模型。
PLE-SRL模型从学习的组织和保障两方面进行了重点细化。在学习组织上该模型的最大的特点在于不直接映射教与学的过程逻辑,而是以学习活动的层级组织作为支架,将自主学习的调控过程和PLE环境的建构以一种半结构化的方式进行整合,强调边学习边建设,并提炼出自主学习活动的五类构成元素以及三级逻辑组织,探讨了这一新型结构体系的建设机制、调控机制、感知机制、关联机制和导航机制,还结合典型案例讨论了其各种教育应用场景和应用模式。在学习保障上,该模型将以集体智慧为核心特征的社会关联技术引进自主学习的学习支持设计中,以实现在分布式的开放环境中最优化地组织并联结来自多元化渠道的适合的内容、工具和人,还提出实现这一学习支持的三层模型,并深入研究了其中一些关键性技术,包括学习活动流描述模型、关联推送策略矩阵、激励与优化机制等。
论文最后从零代码开始设计并实现了PLE-SRL模型的原型系统,从自主学习的支持度和可接受性两个方面分别对原型系统展开了评价以及试用,实证了系统架构的可行性和理论研究的合理性。
Self-regulated learning has never been endowed with unprecedented values and missions against the background of knowledge economy and lifelong learning. Changes of the implementation of self-regulated learning and its support environment are urgently needed in response to the transitions of learning style and the self-pursuit of learners in the future. Obviously, following the operating metaphors of course and class, traditional learning environment is incompetent to meet the challenges. Developing a new implementation framework of self-regulated learning which conforms to the time spirit and the current education and technology ideas thus becomes pressing. In this regard, the paper chooses the perspective of the state-of-the-art learning environment construct concept of personal learning environment (PLE), and discusses the inevitable combination of personal learning environment and self-regulated learning from the aspects of social culture and technical method.
As there are rather few previous studies found domestically and internationally, the paper adopts the research route of "analyzing differences-finding clues seeking solutions". The paper starts with analyzing the changes of learning activity occured in the traditional learning environment (represented by LMS) and PLE. Clues and theoretical bases are then sought from multiple angles, including learning organization, learning experience, learning support and environment construction. Finally, the paper constructs the brand new conceptual model of self-regulated learning based on PLE (called PLE-SRL).
PLE-SRL model is refined vitally in two aspects:learning organization and learning support. In terms of learning organization, the distinct feature of the model lies in not directly mapping the procedural logic of teaching and learning, but integrating learning regulation process and PLE construction in a semi-structured way, supported by the hierarchical organization of learning activities. The model emphasizes the importance of learners' constructing over their learning process. The paper extracts five elements and three logical structures of self-regulated learning, discusses the model's mechanisms of construction, regulation, perception, association and navigation, and gives its typical cases in various educational application scenarios and application modes. In terms of learning support, the model introduces the social relevance technology which is characterized by collective intelligence, to achieve the goal of organizing and aggregating optimally the suitable contents, tools and people which come from diversified channels in a distributed open environment. The paper proposes a three-tier framework to implement this kind of learning support, and studies into some key technologies in depth, including the descriptive model of learning acitivity streams, the matrix of relevance push strategy, the incentive and optimization mechanism, etc.
The prototype system of PLE-SRL model is finally designed and developed by using zero code. The paper evaluates and tries the prototype system from the support of self-regulated learning and technology acceptance, demonstrating the feasibility of the system and the rationality of the model.
引文
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