开放教育研究
開放教育研究
개방교육연구
OPEN EDUCATION RESEARCH
2014年
3期
36-43
,共8页
MOOCs%后MOOCs时期%协作授课%协作探究%自主学习
MOOCs%後MOOCs時期%協作授課%協作探究%自主學習
MOOCs%후MOOCs시기%협작수과%협작탐구%자주학습
MOOCs%post-MOOC era%MOOR
近两年，伴随着大规模在线公开课MOOCs的快速发展，在线学习出现了一些新样式，如SPOC、MOOL、DOCC、MOOR等，成为MOOCs家族谱系中的重要组成部分，有学者因此提出目前已进入“后MOOC”时期。本文首先阐述了什么是“后MOOC”时期，然后分析了比较有代表性的几种在线学习新样式，最后从问题视角、教育假设、教育理念、学习范式等方面对这些新样式进行了对比分析，提出了关于MOOCs的发展展望。
近兩年，伴隨著大規模在線公開課MOOCs的快速髮展，在線學習齣現瞭一些新樣式，如SPOC、MOOL、DOCC、MOOR等，成為MOOCs傢族譜繫中的重要組成部分，有學者因此提齣目前已進入“後MOOC”時期。本文首先闡述瞭什麽是“後MOOC”時期，然後分析瞭比較有代錶性的幾種在線學習新樣式，最後從問題視角、教育假設、教育理唸、學習範式等方麵對這些新樣式進行瞭對比分析，提齣瞭關于MOOCs的髮展展望。
근량년，반수착대규모재선공개과MOOCs적쾌속발전，재선학습출현료일사신양식，여SPOC、MOOL、DOCC、MOOR등，성위MOOCs가족보계중적중요조성부분，유학자인차제출목전이진입“후MOOC”시기。본문수선천술료십요시“후MOOC”시기，연후분석료비교유대표성적궤충재선학습신양식，최후종문제시각、교육가설、교육이념、학습범식등방면대저사신양식진행료대비분석，제출료관우MOOCs적발전전망。
In June of 2013, professor Keith Devlin from Stanford University, after his second running of MOOC--In-troduction to Mathematical Thinking, published a blog post titled "The MOOC will soon die. Long live the MOOR"on http://mooctalk. org/2013/06/. This post triggered many new thoughts about MOOCs. In fact, with the rapid development of the MOOCs, some new terms are constantly emerging, such as SPOC - Small, Private Online Cour-ses;DLMOOC -Deep Learning MOOC;MOOL-Massive Open Online Labs;MobiMOOC -Mobile MOOC;DOCC -Distributed Open Collaborative Course; PMOOC - Personalized MOOC; MOOR - Massive Open Online Research, etc. These terms represent different online teaching models, broaden the application scope of online education, have formed form new trends in online teaching and learning. That is why some experts announce that we have moved into the “post-MOOC era”. Malcom Brown, Director of the EDUCAUSE Learning Initiative since 2009, proposes that the indicators show that we are already in “post-MOOC era”. Robert Lue from Harvard University said, MOOC repre-sents just the initial form of online education, and now many changes have taken place, we have been in the "post MOOC" era.
<br> This paper first describes what "post-MOOC era" means, then analyzes some typical new online learning trends-SPOC, Meta-MOOC, DLMOOC, MOOL, MobiMOOC, DOCC, PMOOC, and MOOR. It also presents a compara-tive analysis of the a forementioned new trends, in aspects of doubts about MOOC, educational ideology, and learning paradigms. According to their meaning, these trends or modalities can be roughly divided into five categories: Self-directed learning, Blended learning, Blended experimentation, Collaborative learning, and Collaborative research. Each modality represents a typical learning paradigm, indicating different perspectives and education hypothesis. And they all vary on two aspects-knowledge delivery and collaborative research.
<br> Through the analysis of the new online learning modalities, we find that, ( i) these new terms emerged from two sources of energy:one is inspired and derived by MOOC;the second is an attempt to create new learning modalities to make up for the drawbacks of MOOCs. ( ii) Although MOOCs has shaken up the higher education field to a un-prece-dent degree the story has not ended. A number of indicators show that MOOCs have evolved to other forms, such as SPOC, Meta-MOOC, DLMOOC, MOOL, MobiMOOC, DOCC, PMOOC, and MOOR.
