基于微信构建小学英语家校互动平台

学校教育与家庭的不一致,容易产生教育断层的局面,现有的校讯通等家校互动平台,又存在教师向家长单向沟通等方面的问题。因此,本文提出利用智能手机,借助于微信平台,构建一个小学英语家校互动平台,借此实现学习资源的共享以及对学生家长进行家庭教育方法的指导。     

基于GPS和RFID技术的电子校卡系统

基于GPS/LBS定位技术、RFID技术、GPRS无线传输技术,设计开发了电子校卡系统M-School。该系统由电子校卡系统及服务器、电子校卡终端、RFID读取设备、GSM无线网络、手机客户端五部分组成。通过该系统可以实现学生进出校门考勤、亲情号码拨叫、实时定位、SOS呼叫、进校通话屏蔽、家校互动等功能。为学校、家长和学生建立了一个信息互动的平台。     

基于内容分析法的家校互联现状研究

基于内容分析的方法,以中国期刊网中的72篇核心期刊文献为研究样本,系统分析家校互联的研究现状,并重点总结出信息技术在家校互联中的有效应用策略：开展＂家长导师制＂综合实践活动,建立家校互联机构体系,开办家长学校,构建网上互动教学空间,开发家校合作平台等。     

拓展家校协作新途径——基于JXTA的家校通系统

高效的家校协作能够调动整个教育体系中的每一个角色,为学生营造一个良好的教育环境。文中设计并实现了基于JXTA的P2P模式家校通系统,改变一般“家校通”的家、校“两点”式交流为家长、学生、老师和学校的“多点”式交流,开拓家校协作的新途径,拓展“家校通”的内涵,既实现了家校高效合作,又挖掘出家长中间的教育资源,更好地促进学生学习的主动性,以及获取知识的多渠道。     

基于B/S模式的AUV协同设计平台设计与实现

针对目前自治水下机器人(AUV)设计不支持协同设计的缺陷,构建一个基于B/S模式的AUV协同设计平台。介绍平台的功能和结构,详细论述平台实现的关键技术。利用XML文件实现复杂结构设计流程的信息存储,基于移动Agent技术实现计算任务的调度和执行,并给出基于Aglet平台的移动Agent实现方案。该协同设计平台能够实现AUV多人异地协同设计以及多设计流程的并行执行,提高了AUV设计的效率。     

基于教育资源库的高校课程E-learning平台设计

如何有效利用现有高校教育资源一直是网络学习的重要研究方向,基于教育资源库的高校E-learning平台在实现了学习者通过互联网在任何时间,任何地点学习.平台设计开发了以学习者自学与教师辅助的学习方式,经实践证明是对现有高校授课模式有益补充.     

医院网络教学平台设计与实现

随着信息技术的高速发展,网络教学平台成为医院信息学习沟通交流的重要组成部分,以网络为平台,研究并设计一个基于Internet的网络教学平台,实现了公告板、课堂学习、概念检索、课件推荐、资源管理等功能,突出了网络教学平台设计的空间化、协同化、网络化,提高医院学习工作效率。     

家校互动平台打造学生快乐成长的乐园

笋岗中学作为一所外来务工人员子女较多的学校,克服诸多困难,不断推进家校互动平台的工作.笋岗中学家校互动网络平台的建立,意图探索在现代信息技术迅猛发展的新形势下,如何充分利用笋岗中学现有的资源优势,提高学校班级管理的信息化水平,并由此探索如何促进家庭和学校特别是和学生所在班级进行及时有效沟通的实现形式,构建教师、家长、学生平等沟通的平台.     

一种基于知识点结构的分布式协同学习一致性模型分析

现代远程教育是基于互联网和终端实现教学活动,协同学习是提高远程学习效能感的重要方式,需要深入研究基于协同学习语义的一致性维护、协同感知等关键技术,以达到足够高效的、自然的互动化及个性化学习。提出一种远程教育特点下协同学习的一致性模型及算法分析,在此模型基础上,形成基于知识点结构的特有的操作转换算法来保持一致性。     

信息互动与协同教育资源整合的信息化教学平台设计

传统教学平台存在信息化数据冗杂和平台响应时间超标等问题,严重影响了平台的正常运行。因此,设计了信息互动与协同教育资源整合的信息化教学平台。硬件方面,设计了SJT8008芯片和TSSOP8存储器;软件方面,构建信息化教学平台软件架构,从整体上把控信息化教学数据,根据信息互动与协同教育资源整合,设计教学数据实时更新算法,实现信息化教学平台设计。平台测试验证了该平台响应时间较短,能够保证平台的正常运行。     

基于用户身份特征的多标签分类算法

目前对于智慧校园中的家校沟通,缺乏一种衡量和参考的方法。针对智慧校园中特有的聊天特点即存在明显的身份特征,提出了一种基于用户身份特征的多标签分类算法——Adaboost.ML。首先,新增加了启发式规则;然后,引入Adaboost.MH算法,同时摒弃了把数据集进行分片的概念;最后,直接利用单条数据作为分析的焦点,减少了由于时间片边缘带来的误差和推断时间,综合决策出聊天用户之间的关联关系。实验结果表明,与基于规则的启发式方法相比,所提算法在智慧校园数据集上的误报率、漏报率分别降低了53%、66%,同时在微信数据集上也具有良好的分类效果。该算法已应用到智慧校园项目中,能够迅速并准确地了解到家校沟通的情况。     

Peer interaction and learning with computers in small groups

While anecdotal reports of computer use in classrooms suggest that students often work together, few studies have focused on the interaction between students or on its consequences for achievement. This paper reviews the research on peer interaction with computers to determine its effects on learning. The purposes of this review are to determine (a) the advantages or disadvantages of group work for learning, (b) the kinds of verbal interaction that occur when students work together at the computer, and (c) the kinds of interaction that are beneficial or detrimental for learning. This paper considers the possible cognitive and socioemotional processes that mediate the effects of peer interaction on learning, and discusses the implications of the research findings for the design of computer software.     

The impact of transactional distance dialogic interactions on student learning outcomes in online and blended environments

This study measured how student interactions (as captured by Transactional Distance dialogue (Moore, 1993)) in online and blended learning environments impacted student learning outcomes, as measured by student satisfaction and student grades. Dialogue was measured as student interactions with other students (student–student interaction), the technologies used (student–technology interaction), the instructors (student–teacher interaction), and the course contents (student–content interaction). In addition, moderating effects of media and modality of interactions and individual differences on student learning outcomes were also measured. Data was obtained from 342 online and blended students between 2010 and 2013. Findings indicate that student–content interaction had a larger effect on student learning outcomes than other forms of dialogue. Implications for educational policies that require teacher-presence (student–teacher) and student–student interactions in distance learning environments are also discussed.     

Pedagogical agents as learning companions: the impact of agent emotion and gender

Abstract  The potential of emotional interaction between human and computer has recently interested researchers in human–computer interaction. The instructional impact of this interaction in learning environments has not been established, however. This study examined the impact of emotion and gender of a pedagogical agent as a learning companion (PAL) on social judgements, interest, self-efficacy, and learning. Two experiments investigated separately the effects of a PAL's emotional expression and empathetic response. Experiment 1 focused on emotional expression (positive vs. negative vs. neutral) and gender (male vs. female) with a sample of 142 male and female college students in a computer literacy course. Experiment 2 investigated the impact of empathetic response (responsive vs. non-responsive) and gender with 56 pre-service teachers. Overall, the results yielded main and interaction effects of PAL emotion and gender on the dependent variables. In particular, the PAL's empathetic response had a positive impact on learner interest and self-efficacy; PAL gender had a positive impact on recall. The findings imply that the emotion and the gender of the digital learning companion could be utilized to optimize college students' motivation and learning.     

Learning and Evolution

In the last few years several researchers have resorted to artificial evolution (e.g., genetic algorithms) and learning techniques (e.g., neural networks) for studying the interaction between learning and evolution. These studies have been conducted for two different purposes: (a) looking at the performance advantages obtained by combining these two adaptive techniques; (b) understanding the role of the interaction between learning and evolution in biological organisms. In this paper we describe some of the most representative experiments conducted in this area and point out their implications for both perspectives outlined above. Understanding the interaction between learning and evolution is probably one of the best examples in which computational studies have shed light on problems that are difficult to study with the research tools employed by evolutionary biology and biology in general. From an engineering point of view, the most relevant results are those showing that adaptation in dynamic environments gains a significant advantage by the combination of evolution and learning. These studies also show that the interaction between learning and evolution deeply alters the evolutionary and the learning process themselves, offering new perspectives from a biological point of view. The study of learning within an evolutionary perspective is still in its infancy and in the forthcoming years it will produce an enormous impact on our understanding of how learning and evolution operate.     

Peer interaction: the experience of distance students at university level

This study investigates how university students on distance learning courses experience interaction with their peers. Students on two distance learning courses at The Open University (UK) were interviewed, to investigate learners' experience of interaction on these courses. The analysis, using a grounded‐theory approach, reveals disparities between course designers' and students' reasons for integrating computer‐mediated interaction within the courses. It draws attention to the significant affective challenges that online students face when working together, and demonstrates a need to pay attention to their problems with self‐presentation. The study also reinforces the socio‐cultural view that it is important to consider the various contexts in which online learning takes place. Distance students have opportunities to structure their own learning contexts, and this allows them to source face‐to‐face learning interaction and other forms of support as they engage with individuals in their everyday environment.     

How media choice affects learner interactions in distance learning classes

In this research we explore aspects of learning, social interaction and community across online learning, also known as distance learning, in higher education. We measure the impact of online social networking (OSN) software versus traditional learning management system (LMS) software. Guided by a theoretical model for how individuals learn and interact within online communities, we measure student perceptions of learning, social interaction and course community before and after our interventions. Survey instruments measure perceived learning, social interaction and community, which we further explore using social network analysis (SNA). Survey results identified that students experienced higher levels of perceived social interaction and course community and, overall, had higher levels of satisfaction with OSN software than those using LMS software. Along this line, SNA results corroborated that OSN software yielded a higher number of interactions, providing a more engaging learning experience.     

基于网络传输的无线考勤终端的设计与实现

基于GPR．S或CDMA无线联网构成“家校通”考勤系统，架构于无线网络、因特网和综合信息平台等，实现对中小学生的监护及家长与学校的无线远程紧密联系。文章主要介绍了无线考勤终端的硬件结构、工作原理及主要技术设计。     

Exploring the social competence of students with autism spectrum conditions in a collaborative virtual learning environment – The pilot study

Social reciprocity deficits are a core feature of the autism spectrum conditions (ASCs). Many individual with ASCs have difficulty with social interaction due to a frequent lack of social competence. This study focuses on using a virtual learning environment to help the deficiencies of social competence for people with ASCs, and to increase their social interaction. Specifically, it primitively explores social competence in collaborative virtual learning environment (CVLE) systems, and behavioral performance in social and cognitive interactions. Thus, this CVLE-social interaction system involves a 3D expressive avatar, an animated social situation, and verbal as well as text-communication. A preliminary empirical study involved CVLE-social interaction systems. Three participants who had been diagnosed with ASCs were conducted using a multiple baseline research for evidence of improved social competence through usage of the system. The experimental study consisted of 17 days; and the results showed that using the CVLE-social interaction system had significant positive effects on participants’ performance, both within the CVLE-social interaction system and in terms of reciprocal social interaction learning.     

Using augmented reality to support a software editing course for college students

This study aimed to explore whether integrating augmented reality (AR) techniques could support a software editing course and to examine the different learning effects for students using online‐based and AR‐based blended learning strategies. The researcher adopted a comparative research approach with a total of 103 college students participating in the study. The experimental group (E.G.) learned with the AR‐based contents, while the control group (C.G.) learned with the online‐based support. The findings demonstrated the potential of AR techniques for supporting students' learning motivation and peer learning interaction, and the AR‐based contents could be used as scaffolding to better support blended learning strategies. The AR‐based learning interaction could also be a trigger arousing learners' interest in becoming active learners and the students presented great learning involvement after the AR‐based supports were removed, while the learners in the C.G. were passive once the supports had been removed. Moreover, it was found that (1) their lack of experience with AR interaction and applications, (2) the slow speed of the Internet in the school, (3) the affordances of each learner's mobile learning devices, (4) the screen size of the learning interface and (5) the overloading of the learning information from the AR contents and teacher lectures might be the reasons why the learners were still more used to the online‐based support. It was therefore concluded that when integrating AR applications into a course, technology educational researchers should take into careful consideration the target learning content design, the amount of information displayed on the mobile screen and the affordances of the learning equipment and classroom environment so as to achieve a suitable learning scenario.