摘要
伴随着互联网技术的日新月异和多元化理论的不断涌现,数字化学习在经历了十多年波澜不惊的成长之后,进入到波谲云诡的第二发展阶段,即e-Learning 2.0时代。这意味着学习文化与学习范式必然发生相应的变革,学习文化的变革体现为学习的广泛性、终身性、随意性、创新性以及非正式性。学习范式的变革则体现为从接受到参与,从观察到主动实施,从过程导向到绩效与能力导向,从预先设计到自我设计,从接受者到开发者。在学习文化与学习范式的双重变革作用下,数字化学习评价也涌现出诸多新形态,包括基于教学目标的自我评价、基于电子档案袋的教学评价、基于社会性网络的社会化评价以及基于评价工具的质量评价,为高等教育教学改革的不断推进和深入提供了丰富的策略支持。
With network technology and diversified theory springing up at an increasing rate, e- Learning has been in the second stage of development after ten years of growth, namely the e-Learning 2.0 era. A new stage of e-learning means there will be an inevitable change in learning culture and learning paradigm. The change of learning culture is universal ,permanent, random, innovative and informal. The change of learning paradigm ranges from acceptance to participation, from observation to initiative implementation, from process-orientation to performance- and competence-orientation, from designing beforehand to self-designing, from the recipient to the developer. With the double changes of the learning culture and learning paradigm, the evaluation of e-Learning has many new forms, including self-assessment based on teaching targets, teaching evaluation based on the e-portfolios, social evaluation based on social networks, and quality evaluation based on the evaluation tools. Therefore, e - Learning 2.0 provides a rich strategic support for the reform of higher education and teaching.
出处
《远程教育杂志》
CSSCI
2013年第5期58-64,共7页
Journal of Distance Education
基金
江苏省教育科学"十二五"规划2011年度立项课题"融合教育理念观照下网络课程的通用性设计研究"(C-c/2011/01/76)
江苏省2011年度普通高校研究生科研创新计划项目"全纳教育视阈下网络课程的无障碍设计研究"(CXLX11_0014)成果之一
2012年度教育部博士研究生学术新人奖资助和博士研究生国家奖学金资助
关键词
数字化学习
学习文化
学习范式
e-Learning
Learning culture
Learning paradigm
