moocs何以支持高等教育和终身学习——访国际在线学习专家特里·安德森教授

1、MOOCs 何以支持高等教育和终身学习访国际在线学习专家特里安德森教授 王志军 苏珊 江南大学教育信息化研究中心 摘 要： MOOCs 一词提出至今已有十年。从 2007 年的小范围教育技术研究者的研究与实践, 到国际 MOOCs 元年 (2012 年) 后在国际范围内的广泛传播与研究, MOOCs让在线教育重新走进了大众的视野。过去五年中, 因 MOOCs 引发的教育 (尤其是高等教育) 批判和变革达到了前所未有的激烈。同时, 对 MOOCs 变革教育的高度期待, 与 MOOCs 不足一提的深刻批判也一直相伴相生, 各种学术名词不断涌现。今日, 人们对 MOOCs 的热情似乎已经退却。那么, 当前 MOOCs 的发展状况究竟是怎样的, 究竟什么是 MOOCs, 其快速发展的动因是什么?它又是如何支持高等教育和终身学习的?如何对其进行评价?它未来又将呈现怎样的发展趋势?为了找到这些问题的答案, 笔者站在 MOOCs 支持高等教育和终身学习的角度, 访谈了国际著名的在线学习专家加拿大阿萨巴斯卡大学特里安德森教授。他结合国际 MOOCs 近年的发展实际和研究, 以事实和数据为基础, 对这些

2、问题进行了阐述。特里安德森教授指出:MOOCs 类型多样且不断发展, 其概念也在演变, “大规模、开放、在线和课程”为其基本特征。MOOCs 的媒体关注度虽然降低了很多, 但是其学习者数量一直在持续上升。政府、高校、企业、学习者各自的利益诉求推动着 MOOCs 的发展。当前, MOOCs 已经对高等教育和学习者的职业发展产生了多样化影响。在 MOOCs 的学分认证与学习评价中, 微学位是 MOOCs 学分认证的重要方式。同时, 学习评价中, MOOCs 监考的重点在于确定参加考核的是学习者本人, 且利用技术进行实时监控。MOOCs 的本质是一种在线课程, 传统在线课程的评价标准可以对其进行评价。MOOCs 免费、交互的开展需要教师团队做很多额外工作, 大多数 MOOCs 在学生交互和参与以及学习者支持方面做得并不好。未来 MOOCs 的设计需要从结构、社会存在和交互、讨论促进工具、发布和促进机制四个方面加以完善。关键词： 高等教育; 终身学习; MOOCs; 远程教育; 在线学习; 作者简介：王志军, 教育技术学博士, 江南大学教育信息化研究中心副教授;研究方向:远程教育与在线学习 (

3、jnuwzjjiang-) ;作者简介：苏珊, 教育技术学硕士研究生, 江南大学教育信息化研究中心 () 。收稿日期：2017-08-13基金：江苏省教育科学“十三五”规划 2016 年度课题“基于 CSE 模型的高校课程评估研究”How MOOCs Supporting High Education and Lifelong Learning:an Interview with International Online Learning Expert Professor Terry AndersonWANG Zhijun SU Shan Research Center of ICT in Education, Jiangnan University; Abstract： The Word MOOCs has been coined for ten years. MOOCs has been made online learning to public view again, from the year 2007 when only a few group of people in e

4、ducational technology did research and practiced in it, to the year of MOOCs ( 2012) after which MOOCs have spread and researched among various areas in the international context. In the past five years, the criticism of Education ( especially higher education) and the discussion on education reform in the Internet era have become unprecedented intense caused by MOOCs. At the same time, the two voices of the high expectations of MOOCs change education, and the deep criticism on MOOCs is always t

5、ogether. A variety of related academic terms have also emerged. Today, enthusiasm for MOOCs seems to have receded. What is the current situation of MOOCs in the international community? What is MOOCs and what drives MOOCs developed so rapidly? How does it support higher education and lifelong learning? How to evaluate it and what will the future of MOOCs be? In order to find answers to these questions, we interview with famous international online learning expert Professor Terry Anderson at Atha

6、basca University in Canada from the perspective of how MOOCs supporting higher education and lifelong learning. He described these issues based on the research facts and data from international MOOCs development in recent years.Professor Terry Anderson Proposed the following ideas: Various types of MOOCs were developed and the concept of MOOCs is changing. Massive, Open, Online and Course are the main characteristics of it. These characteristics determine that it can support lifelong learning. A

7、lthough MOOCs gets much less media attention, the number of learners has been rising. Government, universities, enterprises, learners have their own different motivation and interests in MOOCs, which promotes the development of MOOCs. MOOCs have had a diversified impact on the career development of higher education and learners. Although people always emphasize MOOCs can promote education fair, in fact Matthew effect still exists. MOOCs low completion rate is not its flaw, because it is a kind o

8、f learning form that learners can learn according to their own will and needs, and no need to participate in the assessment. It is the best learning form for learners to keep their own pace and to keep pace with the timeline of institute. Micro-degree is an important way for MOOCs credit certification and evaluation in MOOC. In the process of learning evaluation, there are two key points for MOOCs supervision: To make sure the one participate in the assessment is the learner self, and to make fu

9、ll use of technologies for real-time monitoring. MOOCs is an online course in nature, so the traditional online courses evaluation criteria can be used to evaluate it. Because MOOCs free and interaction require the faculty to do a lot of extra work, most MOOCs do not do well in students interaction and participation, as well as learner support. The future MOOCs design needs to be improved from four aspects: structure, social presence and interaction, discussion facilitation tools, and facilitation and delivery mechanisms.Keyword： higher education; lifelong learning; MOOCs; online learning; Received： 2017-08-13记者:安德森教授, 非常感谢您在百忙之中接受我们的采访。MOOCs 从 2007 年提出后, 距今已有十年。十年来, 研究者围绕 MOOCs 的本质和特征开展了众多研究。随着 MOOCs 类型的不断丰富, MOOCs 的概念在不断变化, 那么到底什么是 MOOCs, 如何看待这种概念上的变化?安德森教授:非常高兴可以和中国同行分享我对于 MOOCs 的观点。在我看来, MOOCs 有四个基本特征:大规模、开放、在线和课程, 这四个特征从不同方面支持人们的终身学习。第一个特征是大规模。MOOCs 有很强的可扩展性, 能支持大规模的学习者学习, 而不影响学习质量。这种可扩展性不是说一定要有很多人同时学习。就同我们不知道一根线有多长一样, 这种“大规模”的学

《moocs何以支持高等教育和终身学习——访国际在线学习专家特里·安德森教授》由会员小**分享，可在线阅读，更多相关《moocs何以支持高等教育和终身学习——访国际在线学习专家特里·安德森教授》请在金锄头文库上搜索。