开放教育研究
開放教育研究
개방교육연구
OPEN EDUCATION RESEARCH
2013年
5期
4-11
,共8页
教学设计%协作学习%认知负荷理论
教學設計%協作學習%認知負荷理論
교학설계%협작학습%인지부하이론
instructional design%collaborative learning%cognitive load theory
从行为主义学习模式到认知学习模式，再到建构主义以及协作学习模式，教学的有效性是个永恒的话题。然而，随着越来越多的学习技术、学习模式和学习理论的创新和相互影响，教学设计中需要考虑的因素更多，我们所期望的学习目标也变得模糊起来。本期高端访谈，我们有幸邀请到世界知名教育心理学教授保尔·科士纳( Paul Kirschner)博士来分享他关于有效教学方法和教学设计的洞见。科士纳博士是国际教育心理学领域的知名专家，荷兰开放大学教育心理学教授和学习与认知项目负责人，芬兰奥卢大学教师教育研究访问教授。他曾任计算机支持的协作学习( CSCL)委员会(属于学习科学国际社区下属组织)及学习科学国际社区执行委员会主席(2011-2012年)、《计算机辅助学习》期刊主编和《计算机在人类行为研究中的应用》期刊副主编，出版畅销书教学设计专著《复杂学习的十个步骤》(目前该书已是第二版)。他还与人合著《论证的可视化》、《我们所了解的计算机支持的协作学习》。研究领域包括终身学习、计算机支持的协作学习、电子学习环境和其它创新学习环境设计、开放教育资源、教育媒体应用、教师教学资源开发、认知技能和能力发展等。
從行為主義學習模式到認知學習模式，再到建構主義以及協作學習模式，教學的有效性是箇永恆的話題。然而，隨著越來越多的學習技術、學習模式和學習理論的創新和相互影響，教學設計中需要攷慮的因素更多，我們所期望的學習目標也變得模糊起來。本期高耑訪談，我們有倖邀請到世界知名教育心理學教授保爾·科士納( Paul Kirschner)博士來分享他關于有效教學方法和教學設計的洞見。科士納博士是國際教育心理學領域的知名專傢，荷蘭開放大學教育心理學教授和學習與認知項目負責人，芬蘭奧盧大學教師教育研究訪問教授。他曾任計算機支持的協作學習( CSCL)委員會(屬于學習科學國際社區下屬組織)及學習科學國際社區執行委員會主席(2011-2012年)、《計算機輔助學習》期刊主編和《計算機在人類行為研究中的應用》期刊副主編，齣版暢銷書教學設計專著《複雜學習的十箇步驟》(目前該書已是第二版)。他還與人閤著《論證的可視化》、《我們所瞭解的計算機支持的協作學習》。研究領域包括終身學習、計算機支持的協作學習、電子學習環境和其它創新學習環境設計、開放教育資源、教育媒體應用、教師教學資源開髮、認知技能和能力髮展等。
종행위주의학습모식도인지학습모식，재도건구주의이급협작학습모식，교학적유효성시개영항적화제。연이，수착월래월다적학습기술、학습모식화학습이론적창신화상호영향，교학설계중수요고필적인소경다，아문소기망적학습목표야변득모호기래。본기고단방담，아문유행요청도세계지명교육심이학교수보이·과사납( Paul Kirschner)박사래분향타관우유효교학방법화교학설계적동견。과사납박사시국제교육심이학영역적지명전가，하란개방대학교육심이학교수화학습여인지항목부책인，분란오로대학교사교육연구방문교수。타증임계산궤지지적협작학습( CSCL)위원회(속우학습과학국제사구하속조직)급학습과학국제사구집행위원회주석(2011-2012년)、《계산궤보조학습》기간주편화《계산궤재인류행위연구중적응용》기간부주편，출판창소서교학설계전저《복잡학습적십개보취》(목전해서이시제이판)。타환여인합저《론증적가시화》、《아문소료해적계산궤지지적협작학습》。연구영역포괄종신학습、계산궤지지적협작학습、전자학습배경화기타창신학습배경설계、개방교육자원、교육매체응용、교사교학자원개발、인지기능화능력발전등。
From behaviorist learning to cognitive learning and to constructivist and collaborative learning,the effec-tiveness of instruction is a permanent theme. Whereas,the more innovative learning technologies,learning modes and learning theories are intertwined,the more complex issues learning design should deal with and the vaguer the way it seems in pursuit of an expected learning outcome. In this interview,we are very pleased to have Prof. Paul A. Kirschner, a well-known Educational Psychologist,to share with us his viewpoint on teaching,learning and instructional design. Paul A. Kirschner is a professor of Educational Psychology and Program Director of the Learning and Cognition program at the Centre for Learning Sciences and Technologies at the Open University of the Netherlands as well as Vis-iting Professor of Education with a special emphasis on Learning and Interaction in Teacher Education at the Universi-ty of Oulu,Finland. He is an internationally recognized expert in his field. A few notable examples of this are his elec-tion to both the CSCL Board ( within the International Society for the Learning Sciences) and the Executive Committee of the Society of which he is a past President (2010-2011). He is a member of the Scientific Technical Council of the Foundation for University Computing Facilities ( SURF WTR) and was a member of the Dutch Educational Council and,as such,was advisor to the Minister of Education (2000-2004). He is chief editor of the Journal of Computer As-sisted Learning,associate editor of Computers in Human Behavior,and has published a very successful book Ten Steps to Complex Learning ( now in its second edition) . He also co-edited two other books ( Visualizing Argumentation and What We Know about CSCL) . His areas of expertise include lifelong learning,computer supported collaborative learn-ing,electronic designing and other innovative learning environments,open educational resources,media-use in educa-tion,development of teacher extensive learning materials,use of practical for the acquisition of cognitive skills and com-petences,design and development of electronic learning and working environments,and innovation and the use of infor-mation technology educational systems.
