CAJ | 학술논문

近两年,MOOCs热潮成为国内外高等教育关注的焦点。 MOOCs在获得鲜花和掌声的同时,也深受质疑。其中较为显著的问题包括缺乏交互、学生支持较少、辍学率偏高、教与学方式守旧、学生评价有待改进等。如何提升MOOCs的学生参与度,促进学生在开放环境中有效学习,以及在开放环境中开展学生评价,成为国内外研究的热点。针对这三大问题,美国印第安纳大学的丹尼尔·希基及其团队通过理论探索与实证研究,构建了一种注重学生参与、学习和评价,且学生规模小于MOOCs的开放在线课程---“布课”。本文结合BOOC案例课程的学习分析,对BOOC的有效策略进行了梳理与归纳,最后提出了知识情境化学习策略、参与度提升策略与学习评价策略三类共计十二种开放网络课程教学策略,以期为开放在线课程设计与教学策略研究提供有益参考。
근량년,MOOCs열조성위국내외고등교육관주적초점。 MOOCs재획득선화화장성적동시,야심수질의。기중교위현저적문제포괄결핍교호、학생지지교소、철학솔편고、교여학방식수구、학생평개유대개진등。여하제승MOOCs적학생삼여도,촉진학생재개방배경중유효학습,이급재개방배경중개전학생평개,성위국내외연구적열점。침대저삼대문제,미국인제안납대학적단니이·희기급기단대통과이론탐색여실증연구,구건료일충주중학생삼여、학습화평개,차학생규모소우MOOCs적개방재선과정---“포과”。본문결합BOOC안례과정적학습분석,대BOOC적유효책략진행료소리여귀납,최후제출료지식정경화학습책략、삼여도제승책략여학습평개책략삼류공계십이충개방망락과정교학책략,이기위개방재선과정설계여교학책략연구제공유익삼고。
In recent years, MOOCs ( Massive Open Online Courses) has been at the center of discussions. MOOC pro-vides us with many free high-quality courses from famous universities, thus attracts large numbers of learners around the world. Nonetheless, MOOC's shortcomings such as lack of interaction and support for students result in high drop -out rates of students, out-of-date teaching and learning method, and over simplified learning assessment methods. Currently, many of the MOOCs provide thousands of participants with static content. How to promote the interaction among the students and instructor and facilitate learning assessment in an open context become a critical issue. In or-der to solve these problems, Daniel Hickey and his team from Indiana University Bloomington has proposed BOOC ( Big Open Online Course) , which focuses on promoting participation and assessment. <br> BOOC is based on the graduate-level Assessment in Education course that Daniel Hickey has been teaching since 2009 using OnCourse, Indiana's instantiation of the Sakai CMS. Starting with a big ( rather than massive) course will make it possible to translate and enhance existing course features that have proven to efficiently fostering productive disciplinary engagement, while also delivering valid evidence of achievement. These features ( i) have been used suc-cessfully by another instructor in a 120-student undergrad telecom course, ( ii) were finalists in the2011 Sakai Teach-ing with Innovation awards, ( iii) are now being vetted via scholarly peer review, ( iv) can be enhanced with synchro-nous interaction in Google+, and ( v) should be massively scalable. <br> BOOC is organized around wikifolios. These are weekly assignments to articulate how "big ideas" of assessment take on new meaning in different contexts. Each participant first defines a particular lesson that typifies his teaching context. Participants are organized into subject-specific networking groups based on their contexts. Each week, they discuss, modify, and/or create assessments for that lesson, and articulate which of the"big ideas" are most relevant and least relevant to that context. These public artifacts invite participants to borrow ideas within and across groups;the personalized contexts require participants to reframe those ideas to use them. Rather than considering concepts and skills in abstract and learning them as declarative and procedural knowledge, participants consider their"relative rele-vance" and learn them as contextual knowledge. It is rooted in the situative theory which assumes that disciplinary knowledge takes most of its meaning from the context where it is learned, used and practiced. In this BOOC course, they combine peer assessment, formative assessment and summative assessment to assess learning. These peer-awarded stamps can be paired with instructor-awarded digital badges to efficiently monitor and promote disciplinary engage-ment. <br> Based on the learning analysis of the case course, this article introduces twelve features of BOOC that can be con-cluded to three types, participation promotion, effective learning, and learning assessment. We hope this research could provide enlightenment and reference for the design and development of large scale open courses.