案例-任务式教学模式在计算机基础教学中的探索与实践

网络课程、网络学习与传统课堂教学具有各自的优缺点,如何使两者优势互补,更好地提高教学效果,已成为目前教育技术领域研究的重要问题。本文通过研究国内外流行的基本的在线教学模式,对比分析了各自的优势和不足,借鉴混合式教学模式和引领式教学模式的精髓,在分析国内外现有网络学习管理平台的基础上,结合我国传统课堂教学的特点,构建出基于Moodle平台的"案例-任务网络教学模式",并在计算机基础教学中进行了探索和实践。     

Blended Learning过程及模式案例研究

本文通过混合式学习课程“Moodle网络课程设计”的设计过程与实施过程的研究,总结了高校基于Moodie网络教学平台的混合式学习模式的设计及实施过程模式,此模式有利于边疆高校推进教学信息化,有利于提高学生的学习成效,可为同类高校实施信息化教学提供参考。     

社交型学习平台的构建

社交型学习平台改变了以课程为中心的学习模式,转向以学习者为中心,关注学习者的个人成长。Mahara是电子学档系统,又具有社交网络的功能,而且可与Moodle系统进行集成,从而构建起可灵活扩展的社交型学习平台。     

基于LAMS 和Moodle 平台一体化教学探究

整合LAMS 和Moodle 应用于技工学校E-Learning 平台,设计基于LAMS 和Moodle 平台一体化教学流程,构建 以“学生主体,任务驱动,小组协作,教师指导”的一体化教学模式,积极调整教学策略和教学手段,不仅可以有效提高目前技校 一体化课堂教学质量,而且符合技工学校当前培养高素质技术应用型人才的需要,更是主动适应“互联网+教育”时代要求。     

Moodle功能插件拓展初探

近两年来国内教育界对Moodle开始逐渐认识和尝试使用。通过对Moodle的研究和应用,获取经验和体会,总结出一些实用的方法和插件,介绍了针对英语学习增加语音和视频功能,以及鼓励学生自学的Register(学习时间统计)插件。     

基于Moodle的校园网络教学管理系统

本文从分析现有的校园网络教学状况的基础上,根据网络教学发展的要求,提出设计基于Moodle平台的网络教学管理系统,并给出了具体实现方式和与现有校园教育资源整合的思路.     

基于Moodle的电工学教学改革探索

Moodle作为一个开放式的学习管理系统,以其功能强大、模块化操作简单,为使用者实现交互式教学带来了许多便利.本文详细介绍了基于该平台建设的电工学网络教室的特点及其使用,为提高学生的自主学习能力,延展电工学课堂提供了新的改革思路.     

Moodle辅助教学平台在职业教育中的应用

Moodle提供了一个免费的模块化的平台,操作简单、使用方便且运行稳定。本文将其引入到职业教育的课堂教学中,很好地弥补了传统教学存在的不足,有力地推动了职业教育课堂教学方法和手段的改革,对提高职业教育的教学质量起到很大的作用。     

Windows 7系统环境下Moodle平台的安装配置

Moodle是基于建构主义教育理论的网络课程平台,采用较为新颖的技术和方法,通过详解搭建Moodle平台的步骤,能够降低教育工作者利用Moodle进行教学实践的门槛,从而推动教育改革的有效进行。     

Moodle and Socrative quizzes as formative aids on theory teaching in a chemical engineering subject

There is a majority opinion on the positive influence of using technologies in teaching. However, few studies account for their effect on students’ final grades. Traditional theory teaching often shows a lack of students’ motivation, engagement and self-efficacy. A way to improve these is to include quizzes, which may allow students to gain in skills acquisition feedback and self-regulation, and to control their own way to construct knowledge. The suggested methodology embeds quizzes and tests through two ICT, each one with a different strategy. One is the use of quick and real-time quizzes with Socrative, focused in promoting motivation and engagement in the classroom. The second is the use of tests with Moodle for a longer time scale (blocks of lessons). Both tests and quizzes were designed as formative activities: the students are able to gain feed-back, weaknesses identification and better programming of their work. Three ‘tools’ (one Moodle test; three Socrative quizzes; no tool/only traditional teaching) were rotated among three different cohorts and blocks in a Chemical Engineering subject (n=49 students). Effects on the students’ learning outcomes (grades) at the final theory exam were evaluated by blocks. A paired-data one-factor ANOVA test showed no significant statistical differences in using Moodle tests or Socrative quizzes or not. Some possible negative influences over data were identified and improvements for further study have been suggested. An intensification of quizzes and tests could be relevant. Although no significant improvement over grades was obtained, the use of both tools was positively valued for students and instructors. Surveys’ results showed that the proposed methodology may create a more attractive and self-regulated educational environment. However, this study supports that students’ previous perceptions about the tools may condition their final perceptions over the ICTs real aid for learning and their future academic outcomes.