浅谈多媒体教学与教育

文章主要讲述了计算机多媒体教学教育的发展过程与功能介绍,通过自己教学过程中所获得的经验,还有专家的一些深刻见解,提出了学校计算机多媒体教育教学的几点建议,希望可以给多媒体教育工作者提供一些宝贵经验和指导学习的正确方向。     

快速模式匹配在网络教育平台中的应用研究

网络教育平台建设的核心是教学资源库的建设,各种类型资源的快速匹配是需要频繁使用的基础功能。现有的解决方案往往使用的是BF等经典算法,匹配效率有一定的提高空间。用XML技术作为平台中各种资源描述的统一工具,通过对XML技术中DTD模式匹配方法的研究以及对模式匹配快速算法的改进,提高模式匹配的效率,从而设计出一种有效的信息模式匹配技术模型。通过仿真实验表明该模型可有效地提高网络教育平台中信息匹配的效率,进而为平台中资源的整合与模式的统一提供支持。     

基于MVC和EF的学位与研究生教育信息管理系统设计与实现

为促进学校学位与研究生教育信息管理水平,在MVC设计模式基础上结合EF(ADO.NET Entity Framework)框架和Ajax技术,探讨学位与研究生教育信息管理系统的设计与实现。系统包括用户管理、学籍管理、课程管理、成绩管理、奖学金管理、导师管理、双盲评审管理和学位信息管理8个模块,具有较好的可用性、稳定性和可扩展性。     

中职编程教学培养学生能力策略谈

从学生学习计算机编程时能力的重要性出发,介绍了教师在进行编程教学时必须注重学生几种能力的培养,并阐述了教学过程中可以采用的几种教学方法。     

校园电子商务系统设计

针对校园电子商务的产生和发展进行了阐述,对校园电子商务的功能模块进行设计和描述,提出了校园电子商务带来的影响,并探讨了校园电子商务在信用、物流、市场规划、管理模式、安全支付等方面存在的问题。     

高校继续教育网站的研究

学生毕业之后仍然需要知识更新和继续提高,而为他们提供培训机会的大多是社会办学机构,因此,高职院校有必要建立网络继续教育系统为毕业生提供继续学习、更新知识的平台。利用ASP技术、网络技术、网站开发技术等能快速开发这样一个系统平台,为学生提供继续学习机会的同时,提高学校自身的竞争力。     

Mine,ours, and yours: Whose engagement and prior knowledge affects individual achievement from online collaborative learning?

In computer-supported collaborative learning research, studies examining the combined effects of individual level, group level and within-group differences level measures on individual achievement are scarce. The current study addressed this by examining whether individual, group and within-group differences regarding engagement and prior knowledge predict individual achievement. Engagement was operationalised as group members' exhibited activities in the task space (i.e., discussing domain-content) and social space (i.e., regulating ideas, actions and socioemotional processes). Prior knowledge and achievement were operationalised as group members' performance on a domain-related pre-test and post-test, respectively. Data was collected for 95 triads of secondary education students collaborating on a complex business-economics problem. Subsequently, three different multilevel models were tested to examine the combined effect. First a model with the individual level measures (model 1) was tested and in subsequent models the group level measures (model 2) and within-group levels measures (model 3) were added. Findings indicate model 2 showed the best fit; group members' individual engagement in the social space activities as well as the groups' average prior knowledge positively predicts individual achievement. No effects were found for either group members' or groups' engagement in the task space and for the within-group differences.     

Maximizing learning without sacrificing the fun: Stealth assessment,adaptivity and learning supports in educational games

In this study, we investigated the validity of a stealth assessment of physics understanding in an educational game, as well as the effectiveness of different game-level delivery methods and various in-game supports on learning. Using a game called Physics Playground, we randomly assigned 263 ninth- to eleventh-grade students into four groups: adaptive, linear, free choice and no-treatment control. Each condition had access to the same in-game learning supports during gameplay. Results showed that: (a) the stealth assessment estimates of physics understanding were valid—significantly correlating with the external physics test scores; (b) there was no significant effect of game-level delivery method on students' learning; and (c) physics animations were the most effective (among eight supports tested) in predicting both learning outcome and in-game performance (e.g. number of game levels solved). We included student enjoyment, gender and ethnicity in our analyses as moderators to further investigate the research questions.     

Inquiry-based mobile learning in secondary school science education: A systematic review

Recent years have seen a growing call for inquiry-based learning in science education, and mobile technologies are perceived as increasingly valuable tools to support this approach. However, there is a lack of understanding of mobile technology-supported inquiry-based learning (mIBL) in secondary science education. More evidence-based, nuanced insights are needed into how using mobile technologies might facilitate students' engagement with various levels of inquiry and enhance their science learning. We, therefore, conducted a robust systematic literature review (SLR) of the research articles on mIBL in secondary school science education that have been published from 2000 to 2019. We reviewed and analysed 31 empirical studies (34 articles) to explore the types of mIBL, and the benefits and constraints of mIBL in secondary school science education. The findings of this SLR suggest new research areas for further exploration and provide implications for science teachers' selection, use and design of mIBL approaches in their teaching.     

Challenges and opportunities of multimodal data in human learning: The computer science students' perspective

Multimodal data have the potential to explore emerging learning practices that extend human cognitive capacities. A critical issue stretching in many multimodal learning analytics (MLA) systems and studies is the current focus aimed at supporting researchers to model learner behaviours, rather than directly supporting learners. Moreover, many MLA systems are designed and deployed without learners' involvement. We argue that in order to create MLA interfaces that directly support learning, we need to gain an expanded understanding of how multimodal data can support learners' authentic needs. We present a qualitative study in which 40 computer science students were tracked in an authentic learning activity using wearable and static sensors. Our findings outline learners' curated representations about multimodal data and the non-technical challenges in using these data in their learning practice. The paper discusses 10 dimensions that can serve as guidelines for researchers and designers to create effective and ethically aware student-facing MLA innovations.