摘要
本研究以探索作为未来主要教育环境的泛在学习环境中体验学习的实现可能性为目的,主要考察了对泛在学习环境的存在论的理解、体验的含义和泛在体验学习的可能性和实现条件。分析的结果概括如下:泛在学习空间是现实世界和虚拟世界相融合的,信息和事物之间相互沟通的,隐性知识和显性知识、形态知识和事物知识共存的未来重要的学习环境。泛在学习比起传统的学习和在线学习在学习场所、学习方法、知识传授系统等方面存在着差异。通过本研究,我们认为应从恢复交感与相互沟通的角度去寻找通过泛在技术媒体的教育传授的意义,并要理解作为道德主体的人格的重要性和存在论的属性。作为体验学习的实现条件,从知识的本质和教育本质的观点出发,认识体验学习的变化,以及对体验主体和知识主体差异,作为对体验空间的学习空间的生态学的理解和对与形式教育和非形式教育之间的关系进行再反思,最后为体验学习探究应适用现象学方法论。
With Development of Ubiquitous Technology（for instance, GPS, Sensing, RFID, IPv6, embedded computing, pervasive computing, silent computing, exotic computing and more high Ubiquitous technology）, experience learning has been getting more attention as a powerful way of achieving meaningful learning experience through augmented reality. In this context, the purpose of this article is to explore the possibilities of experience learning in ubiquitous Environments, and to identify some considerations for the effective practices of experience learning of the Ubiquitous in the Educational fields. Topics discussed in details include the characteristics of ubiquitous learning and ubiquitous Environments, the ontology of ubiquitous space, the educational meaning of experience learning in ubiquitous age, the possibilities and potential value of ubiquitous experience learning, four considerations of the effective practices： Linkage between experience and learning; ownership of learning, experiencing, knowledge, learning space as ecological perspective; phenomenology research method as a way of understanding experience learning.
出处
《远程教育杂志》
CSSCI
2010年第2期12-18,共7页
Journal of Distance Education
关键词
体验学习
泛在学习
泛在环境中存在和实在
经验学习构成要素
Experience learning
Ubiquitous learning
Ontology of ubiquitous learning
Designing and constructing experience learning
