职业技能考证项目培训课程的网络教学融合应用与创新

以Moodle平台为依托,为职业技能考证实训教学环节构建了一个引领学生在线自主学习的网络模式,其主要特色是以课程理论为基础,以校企参与制定的人才培养计划作为主要课程内容,以合作企业作为教学的组织形式,并且将三者有机融合形成体系,以此进行理论与实际的一体化教学;同时融合网上异步教学理念形成一套崭新的教学模式。     

Moodle在中澳合作办学项目中的应用

Moodle以其经济性和易用性等特点,已在教育领域中得到广泛应用。浙江科技学院在中澳合作办学项目中,基于Moodle的网络教学平台成了联系中澳双方的纽带,为双方教师及学生参与各种教学活动提供了有效的途径。在分析了Moodle课程管理系统的特点和主要功能模块之后,介绍了Moodle在项目中的实际应用情况,指出了在使用这个教学平台过程中存在的不足。     

基于Moodle的计算机网络课程教学平台的构建与应用

随着多媒体和网络技术的广泛普及与应用,网络教学与课堂教学有机结合正在成为高校一种新的教学模式.文章论述了课堂教学与网络教学相结合的必要性,介绍了Moodle平台的特点和功能,构建了基于Moodle的计算机网络课程教学平台,提出了网络教学平台与课堂教学的整合模型.     

Moodle平台数据挖掘方法设计与实现

教育数据挖掘是一个新兴的研究方向。如何把存储在教育软件系统中的数据转变为有意义的信息,并为教育决策、优化教学过程服务,已成为大多数教育工作者所关注的内容。文中总结了当前教育数据挖掘的研究现状,介绍了一种基于Excel的简单数据挖掘方法。该方法利用模糊C均值聚类算法,对Moodle平台积累的日志数据进行分析,找出有相似学习行为的学生,为学习社区的小组划分和研究学习模式服务。实验表明,该方法能够更准确地对学生进行分类,而且操作更为简单、方便。     

利用Moodle构建高校计算机基础教育-CFC的网络教学平台

CFC框架是进行计算机应用教育的主要依据,但符合各高校实际需求的CFC网络课程体系十分缺乏.本文主要论述了实施CFC的所面临的核心问题、利用Moodle搭建CFC网络课程体系的一般方法与模式、以及对如何更好地发挥Moodle网络教学功能提出了几点建议.     

Some problems of computer-aided testing and “interview-like tests”

Computer-based testing – is an effective teacher’s tool, intended to optimize course goals and assessment techniques in a comparatively short time. However, this is accomplished only if we deal with high-quality tests. It is strange, but despite the 100-year history of Testing Theory (see, Anastasi, A., Urbina, S. (1997). Psychological testing. Upper Saddle River, NJ: Prentice-Hall) there still exist some misconceptions. Modern wide-spread systems for computer based course management and testing reveal a set of problems corresponding to certain features of testing methods.     

Moodle环境下的数学教学

Moodle是由澳大利亚Mar-tinDougiamas博士主持开发的课程管理系统(CMS),作为一个开放的、基于建构主义教育理论而开发的课程管理系统,在各国已有广泛应用.本文从课程环境的时空结构、学习过程的协作与个性化发展、评价方式的多元化应用、课程资源的建设与共享等四个方面,就Moodle在数学教学中的应用进行了深入探讨.     

Information versus Communication in Course Management System participation

Web resources in Latin American higher education institutions have been reported to show a much stronger emphasis on Information than on Communication. A Course Management System (CMS), according to Social Constructivism framework, is an opportunity for fostering learning through interaction in a virtual environment for learning; hence, stimulating the use of a CMS for communication purposes seems quite appropriate. A quantitative analysis of 63.06% of the virtual classrooms was conducted, using the users log database to describe five variables: Participation, Informational Interaction Level, Communicational Interaction Level, and the use of Informational Resources and Communicational Resources in the CMS. An assessment of the first 2 years of implementation of Moodle in a campus confirmed prominence levels of interaction and resources that favor Information over Communication purposes in the use of the CMS. It is not conclusive whether this necessarily implies more or better learning; a profound qualitative study would be needed to answer these questions. Teachers and students show different behaviors in the face of this new ICT campus resource, while faculty members appear to have behaved in an erratic manner, students show steady levels of CMS usage.     

Qualitative findings of students’ perception on practice of self-regulated strategies in online community discussion

With rapid emergence to the birth of the knowledge era, an active and interactive learning environment is fundamental to any teaching and learning process. Over time, negative implications of traditional learning environment are mounting, and measures must be taken to challenge it. With extensive research on available learning tools, it has become more feasible to provide our students with better learning opportunities. Such was the anticipation in the Malaysian educational context. Hence, this paper aims to address qualitative findings of a study on self-regulated learning strategies conveyed through the proposed interactive e-learning community (iELC). In duration of eight weeks, students (n = 50) from regular national secondary schools were subjected to online learning tasks aimed to advance strategies on self-regulated learning. To date, strategies of self-regulated learning have been perceived as key to learner to succeed academically and after the schooling years. By means of semi-structured interview, data were collected from small group and one-to-one perception. Results were directed at the overall development of self-regulated learning strategies and its diffusion in the iELC discussion platform. Conclusively, these findings add significantly to the understanding of self-regulated learning strategies in an online learning environment.     

基于积件思想的高职计算机课程项目式教学探索——以C语言程序设计为例

基于积件思想,对五年制高职计算机课程项目式教学进行探索,以C语言程序设计为例研究分析,并组建C语言程序设计课程知识点积件库,编写高职C语言程序设计课程项目式校本教材,分析C语言程序设计课程教学项目“阶梯电价计费”.并借助开源平台Moodle实现了教学项目的应用.