基于ASP.NET技术的高校师生协同互动平台的构建

针对当前高校教师教学任务繁重、学生学习积极性普遍降低,导致师生互动交流严重不足的现状。采用微软新一代ASP.NET技术,以SQLServer2005数据库,构建高校师生协同互动平台。该平台把高校中普遍存在的教学团队、班集体团队以及课题组团队同时结合起来,融入到统一友好的协同互动平台界面中。各团队在此基础上实现网上办公、...     

基于信息化手段的高职实践类课程翻转课堂实践探索

文章首先分析了国内高职院校实践类课程中理论课时和实验课时的分配矛盾以及学生对知识技能深度学习的需求。然后运用信息化手段构建了一种翻转课堂教学模式,对该模式的课前、课中和课后环节分别做了详细的设计,并论证了该模式能够解决上述提出的问题,最后总结了文章研究内容的意义。     

移动学习软件支持的高职英语翻转课堂教学——以九江职业技术学院为例

移动学习软件便利学习资料上传, 可以让学生不受时空束缚进行自主学习, 能有效辅助高职英语翻转课堂教学。以高职院校《职业英语》中的Job Hunting为例, 探讨移动学习软件支持的高职英语翻转课堂教学模式的应用, 并提出该教学模式在课前准备、课堂教学、课后总结的实施步骤及所包括知识传递、知识内化、技能提高等内容。实践证明, 该教学模式能激发学生的学习热情, 有利于任课老师及时解答学生遇到的疑难问题, 提升高职英语课堂教学效果。     

Innovating adaptive and neural systems instruction with interactiveelectronic books

This paper describes an integrated strategy to innovate teaching in the undergraduate classroom by appropriately utilizing information technologies. The innovation is an interactive learning environment built around an interactive electronic book (i-book). The i-book is a tight integration of a hypertext document with a simulator. The hypertext specifies the presentation order of the theoretical topics, and the simulator is an essential piece of learning. The lectures exploit the i-book, transforming the classroom into an interactive teaching laboratory. An electronic white board is used in every lecture to teach from the text and run the simulations. Our goal is to teach adaptive systems to undergraduate electrical engineering students. Undergraduates do not have the mathematical background to comprehend the equation-based approach utilized in graduate-level adaptive systems courses. We have used the i-book for undergraduate instruction with very positive results. We are now ready to extend the format for distance learning. This new teaching methodology transcends adaptive systems and can be applied to other engineering and science courses which have access to simulators     

Learning Strategies in Online Collaborative Examinations

New forms of computer-mediated, online learning can benefit from new forms of assessment that fit the medium and the pedagogical style of the online environment. This paper investigates students' learning styles and learning strategies in taking online collaborative exams. Applying constructivist and collaborative learning theories, the collaborative examination features students' active participation in various phases of the exam process through small group activities online. Students' learning strategies, including deep learning and collaborative learning, are investigated using a 1 3 field quasi-experiment to compare the team-based collaborative online exam with the traditional in-class exam and with the participatory exam, where students participate in the online exam processes individually. Data analysis using results from 485 students indicates that collaborative examinations significantly reduced surface learning in exam study, enhanced interactions and the sense of an online learning community, and increased perceived learning. The results also suggest learning predispositions were significantly correlated with exam study strategies, and provide indications of their effects on learning strategies.     

Studio courses: How information technology is changing the way weteach, on campus and off

Over the last decide, the Rensselaer Polytechnic Institute studio classroom model has been applied in various engineering, science, mathematics, and other courses, both at Rensselaer and at other campuses. The studio classroom was designed to provide an interactive learning environment that incorporates the advances in computing and communication and builds upon the cognitive science research on how people learn. In many cases, the studio course replaces the large enrolment course, combining lecture, rectitation, and laboratory into one interactive faculty that is as comfortable as it is high tech. The introduction of the studio courses has led to a better learning environment for both the students and the faculty members. Attendance in classes and student evaluations both improved. To some extent the studio classroom works to change the focus from the lecturer to the student. It requires that the student take some of the responsibility for the learning process. The studio classroom was recognized by the Theodore Hesburgh Award, the Pew Prize, the Boeing Award, and other honors     

《大学计算机基础》智能教学平台的研究与设计

针对现有网络教学系统存在的缺陷,依据现代教育理论,利用现有信息技术,研究Web环境下的具有个性化教学和协作型学习功能的智能网络教学系统模型。对于突破教学在时间和空间上的限制性,实现教师"教"与学生"学"的实时互动性和协作性,教育资源的共享性都具有深远的意义,充分体现了网络教学的互动、开放、智能、自适应的特点。     

基于Groove的虚拟学习社区的设计及研究

虚拟学习社区是一个通过信息通讯技术(ICT)在互联网或局域网内创建的学习环境。它为学生创造了广阔的协作学习空间,冲击着传统的教学方式,改变着教育的模式。通过定量研究,以数据结构实验课为载体,对学生在基于Groove的虚拟学习社区中进行协作学习的态度、学习成绩、信息素养和网络互动能力的分析,得出了具有一定实用价值的策略。     

电气工程专业教学中的移动学习环境设计

本文简要分析了移动学习的研究背景,指出移动学习的研究重点应由移动教学支持平台的构建转移到移动教学模式设计上来。笔者结合电气工程专业课教学与移动学习移动性、个性化的特点,以"电力系统分析"课程为例,对移动微型学习环境的具体实现方式、教学资源开发和交互模式设计等进行了介绍。     

基于微信订阅号的移动辅助教学实践研究

2013年12月4日工信部正式向我国三大运营商发布4G牌照,预示着移动互联网将会大发展、大调整。随着智能手机和其它移动设备的普及,将之用以学习成为未来学习的主流模式,但是与之配套的移动教学并未得到发展,目前高校对移动教学只停留在理论研究,未用于实际课堂教学。本文结合微信的订阅号功能,开展了师生互动平台的移动辅助教学实验,为移动辅助教学实践作参考。