00Cs Localization Appeal and Its Response Gu Xiaoqing Hu Yiling Cai Huiying (Department of Education and Information Technology, East China Normal University, Shanghai 200062) In recent years, the large-scale open online course referred to as MOOCs has received widespread attention from educational researchers at home and abroad. The MOOCs alliance, composed of Cursera, edX and Udaaty, has almost become a club that gathers top international universities, which has brought great impact and pressure on participation in higher education around the world. While China's prestigious colleges and universities have begun to join these top university clubs, they are more eager to try localization of large-scale open online courses. Facing the localization development and status quo of MOOCs, reviewing the localization appeal of the current large-scale open online course, analyzing how to achieve localized large-scale open online courses, and triggering the large-scale open online courses The real challenges and how to deal with them are discussed.
MOOCs; localization; learning analysis; online education; open educational resources large-scale open online courses (Massiveopenonlinecourses, fel called MOOCs) is a recent one or two education buzzwords, becoming the "Horizon Report" forecast will be in the next year Popular technology, and is considered to be the "next innovation" of online learning. The MOOCs that got the blowout in 2012 were called the storm of field education.
The emergence of MOOCs was originally a practical product of the theory of connected learning.
In 2008, the Canadian scholar George W., the founder of Unicom's learning theory. GeorgeSiemens and Stephen. Stephen Downes has opened an online course called "Connectivity and Connectivity" for the University of Manitoba (CCK08). There are 25 registered students and more than 2,300 students from the course. Unregistered students from around the world who use e-learning tools (eg, RSS feeds, blogs, virtual learning environments, and simultaneous online conversation software) to participate in the learning of this course because this course combines “large-scale, open Three characteristics of sex and credit (for-creditstatus), hence the name "large-scale open online course"
And other educational alliances in the field of MOOCs.
If 2012 is a year of MOOCs blowout, then 2013 can be said to be the first year of localization of MOOCs in China. Earlier in 2013, Peking University and Tsinghua University announced that they had joined the MOOCs platform edX initiated by Harvard University and the Massachusetts Institute of Technology, becoming the first university in the country to test the water. Two months later, Fudan University and Shanghai Jiaotong University announced their joining by Yale. , MIT (Massachusetts Institute of Technology), Stanford and other universities to build a MOOCs platform Coursera1. Whether it is Tsinghua University and Peking University, or Fudan University and Shanghai Jiaotong University, joining MOOCs is to recognize the impact of MOOCs on higher education, and I hope to join the MOOCs as an opportunity to promote curriculum reform and improve the quality of teaching.
What followed was a lot of attempts to localize the real MOOCs. Just in June, at the first committee meeting of the Education Technology and Methodology Teaching Steering Committee, the chairman and Tongji University President Yan Gang suggested that large-scale online courses (MOOCs) be included in the work of the Teaching Steering Committee. Other members also further proposed to use the teaching and learning committee as a carrier to initiate the localization of MOOCs from the perspectives of cross-school electives and multi-school cooperation. At the beginning of July, at the International Forum on Online Education Development held by Shanghai Jiaotong University, the truly localized MOOCs Alliance was announced. 12 universities including Peking University, Tsinghua University, Fudan University and Shanghai Jiaotong University announced that they would work together to create an “open online courseâ€. The sharing platform% initiative may be seen as a high-profile declaration of localized MOOCs practices. Other localization practices for MOOCs are just around the corner. For example, in late July, Peking University announced that it will jointly develop MOOCs with DeTao Group to create a world-wide MOOCs curriculum system. In addition to the above-mentioned localized MOOCs, it can truly provide Massive. Localized MOOCs for Open, Open, and Online learning still take time. So, why is the localization of MOOCs so urgent? How can localization be realized and what are the real challenges caused by MOOCs? How to deal with it In this article, the author will discuss these issues.
The localization appeal of 00Cs is due to the fear of being challenged by MOOCs. Domestic well-known universities have begun to actively participate in MOOCs. There are Peking University, Tsinghua University, Fudan University and Shanghai Exchange Fund Project: This article is the National Education Science "Twelfth Five-Year Plan" Education The general subject "Theory and Practice of Visual Knowledge Representation and Modeling with 'Semantic Diagrams' No.: BCA120024), and the New Century Talents Program of the Ministry of Education" Research on Informatization Innovation Based on Personal Digital Terminals: Resources, Services and One of the series of research results of the application example "(No.: NCET-11-0140).
The localization appeal of M00Cs at the forefront of H-Cheng's provincial watch theory and its response have taken the first step to join the MOOCs and announced the launch of the localized MOOCs alliance. We can't help but ask what makes China's higher education institutions feel the pressure to participate. First of all, MOOCs bring students from any corner of the globe to participate in the courses of world-class universities, and complete the class with the famous students. The whole process of opinion, homework, taking the test, getting the score, and getting the certificate. This is a risk and pressure for China's higher education. This competitive risk comes from many sources. On the one hand, it is a lack of good course and teaching that will completely lose its appeal in front of 00 hearts. Under the background that the quality of teaching in Chinese universities is generally to be improved, when students can participate in the excellent courses of high-level universities in the world through M00Cs, such an impact and pressure is enormous for Chinese universities. On the other hand, because the large-scale learner group is allowed to participate in the curriculum, the M00Cs alliance is like a huge network, and the momentum of attracting learners around the world is huge. In fact, the current major MOOCs alliances have begun to expand their power worldwide.
For example, the Coussem organization, one of the MOOCs, plans to further expand its internationalization. Its main methods include localization and translation of courses, adoption of distribution mechanisms, and the use of hybrid learning technologies. This kind of "super college alliance" is offered in an open online way, which is bound to squeeze the territory of traditional colleges and universities. This pressure is bound to be enormous.
Secondly, unlike previous online education, M 00Cs is an online education method promoted by the world's leading university alliances. The current three major MOOCs, Coursera, edX and Udacity, are almost the top international university clubs, initially led by Stanford University, Princeton University, University of Michigan, Massachusetts Institute of Technology, Harvard University and the University of California at Berkeley. organization. At present, it has covered the participation of many universities from Canada, the United Kingdom, Germany, France, China, South Korea and Japan. 11. Although well-known universities such as Oxford and Cambridge still refuse to join in the form of "the lemming impulse" MOOCs, however, more colleges are attracted or shocked by this trend of super-college alliances, thus forming the current landscape of colleges and universities around the world rushing to join the university club. As the Economist quoted Daphne Koller, one of the founders of Coursera, and Stanford University professor Daphne Koller, "It's nice to see so many people rushing to join." In her opinion, an alliance like Coursem should Become a "dominant, limited number of players."
Thirdly, from the perspectives of the form of education, the form of resources, the application of technology and the financial model of higher education, MOOCs bring about a kind of so-called “destructive innovationâ€, which poses a strong challenge to the established higher education. It also puts higher demands on the quality improvement of higher education. For example, in the way of learning, M 00Cs courses use the network environment and learning technology to carry out the teaching of new modes, which can not only meet the individualized learning needs of learners, but also enable them to obtain personalized guidance from teachers, and also enable learners to People from different cultural backgrounds around the world engage in dialogue, cooperation, and problem solving to promote a more comprehensive and new understanding of learning content. What is more worthy of attention is that MOOCs lack an effective evaluation mechanism and method for evaluating the quality of teaching in universities. Because students often evaluate students as the only basis for evaluating the quality of teaching, many professors tend to reduce the learning requirements in order to get good evaluation results. MOOCs show traditional classrooms on an open platform, and also show the teaching of colleges and universities in front of the public, including the quality of teaching in universities, so that professors need to rethink their teaching methods and improve their teaching. At the same time, the possibility that MOOCs provide for improving the quality of teaching is reflected in the large-scale collection of learning behavior data, and the large-scale open access method, which may generate large-scale user data, and make full use of these data to enable education and teaching. Reform decisions provide very valuable information. As of June 2012, 30 universities across the city have joined the platform to share their quality courses, and experts from their respective schools have offered courses on specific courses on the platform. According to statistics, there are currently 145 courses on the platform. It can be seen that the “Shanghai University Curriculum Center†has the prototype and scale of MOOCs, and the courses on the platform also reflect the core essence of MOOCs.
The course allows students from Shanghai universities to elect and register through the network, conduct online learning according to the arrangement of the instructors, and complete the course content to obtain the elective credits required by their respective schools.
The course's main lecturer uses the online teaching method of centralized video teaching.
Students who participate in the course can also receive personalized instruction and tutoring from local teachers. In addition, the teaching assistant team participating in the course will record the corresponding video in advance according to the requirements of the course content and upload it to the online platform for students to concentrate on learning and discuss the course of "Introduction to Philosophy". The concept of cooperative teaching is not only reflected in the school. The cooperation between teachers and the completion of teaching tasks is also reflected in the cooperation and exchange between students in different schools and schools. In the course study, cooperative teaching by teachers of the same majors in different universities can not only make the teaching of the curriculum give full play to the teachers, but also provide students with a richer learning experience, and also enable learners of different teaching points to understand the teaching content of different teachers. And ways of thinking to promote better learning outcomes.
MOOCs present two main development trends: the cMOOCs curriculum that continues the earliest connected learning theory; the other is the xMOOCs course that tends to be taught by behavioral knowledge. Learning analysis data based on MOOCs can be derived from students completing assignments, taking exams, watching course videos, participating in class forums, or peer assessments. More and more data is being collected, and many new questions and suggestions can be generated, enabling the course to be advanced and making the personalized learning process possible.
The early adoptive online learning at Stanford University allowed the school not only to take advantage of online courses in advance, but also to have relevant information and data based on the course. Its Lytics Lab combines the MOOCs platform to conduct in-depth research and analysis of learning analysis techniques. The lab also conducts a number of learning and analysis projects on MOOCs, such as using dashboards to help teachers monitor student participation processes, based on a 63,000 people. Large-scale online courses - peer-to-peer evaluation of human-computer interaction, automatic feedback technology based on job coding, and predictive factor research on student achievement, etc., are also based on a course numbered CS106A (entry-level programming course) in MOOCs. Piech et al. constructed a graphical model based on the homework of the beginning and the middle of the course. Combining machine learning techniques with probabilistic models, it is a good predictor of which students will encounter difficulties in the next study and help through the learning path. Students choose the learning model that suits them. Similar analytical research has existed in the past online education, mostly in the form of education data mining (EDM).
Education in the era of MOOCs is no longer limited to allowing students to follow well-known professors. It is also the result of feedback, curriculum improvement, application generation, and personalized education through sophisticated analysis of massive user data. This is the traditional education of MOOCs. The subversion of the formation of the true intelligent teaching system (IntelligentTutoringSystem, ITS). Therefore, in the process of localization, M00Cs bullying into learning and analysis technology is the future development trend.
In his "MOOCs Illusion" article, SharnW32 raises his doubts about MOOCs' efforts to unselfishly increase the global access rate of higher education with his teaching experience from primary school to university and from the East to the West. Similarly, Professor Butin of the Merrimack College in the United States also pointed out that the most fundamental problem in the current MOOCs is how to continue the teaching of "Learning 1.0" in a "Web 2.0" world. The MOOCs classroom is almost repeating traditional instructional teaching and testing (including its problems).
With the rapid growth of MOOCs, it is widely believed that the teaching model of their courses has basically taken shape. Based on the lessons learned from the past two decades of online education practice, the generated M00Cs model design meets the learning needs of fragmented interactivity: (1) well-designed teaching links and structures. The course not only presents learning resources, but also includes course objectives, course coordinators, weekly topics, assignments, seminars, etc. Learners can acquire knowledge, share ideas, complete homework, take exams, and even obtain a certificate. (2) The resource and function design is in line with the learner self-learning mode.
Due to the high rate of self-study dropouts on the Internet, the duration of the course is designed to be the same as the usual education cycle (about 812 weeks). The lectures are based on video teaching videos, with teachers' explanations. The modular short video method is convenient for learners to learn by theme, or to use split time to split and watch, and embed hyperlinks and related background information in resources to facilitate students to extend knowledge. (3) Promote peer review. The large-scale characteristics of MOOCs determine that the corrective answers to assignments and questions cannot be completed by the instructor or several teaching assistants. Therefore, the peer-to-peer evaluation mode of MOOCs alone has arisen, especially for the humanities that cannot directly judge right or wrong. The mode greatly reduces the burden on teachers. Only teachers need to develop relevant evaluation indicators according to the characteristics of the course before class. (The evaluation indicators used in the existing courses are such as whether or not the questions are relevant, whether the arguments are persuasive, and whether the writing mode conforms to the norms. Etc.), students are graded against each other (at least 5) after submitting assignments, and are ultimately reviewed by the course coordinator to generate final scores. Through peer review, it not only solves the problem of job correction in large-scale course study of MOOCs, but more importantly, in the process of mutual evaluation, learners can realize the collision of thinking sparks and gain new inspiration by watching the students' homework. The purpose of learning and extending the boundaries of knowledge.
In order to examine whether MOOCs' teaching methods do have propaganda advantages over face-to-face teaching in traditional university education, Glance, Forsey, and Riley analyze empirical research. The direct evidence is still difficult to find at present, but according to the analysis of the above authors, the teaching effect of MOOCs is at least not inferior, traditional face-to-face teaching, and in some aspects even improve the teaching effect.
The effect of the 00CS pedagogy is also controversial. Arm-strong's research concluded that many of the curriculum design on Coursera is not considered from the perspective of pedagogy. Many of the lecturers are famous for their research results. Teaching ability is good. Bates% also pointed out that the current online course only uses the traditional classroom experience of the lecturer to carry out the teaching design and can not develop high-quality courses. Excellent distance learning needs to be shared from the perspectives of content resources, teaching design and technical means. Cooperate to form a professional skills support team. This controversy continues. TonyBates 1.3 “represented four mythical rebuttals against Coursera. One of the points is that for pedagogy, he believes that Courses advocates that MOOCs lead a new pedagogy that is unfounded because in its curriculum. Most of the teaching methods used are very old and outdated behavioral teaching methods. The common mode of MOOCs is to use information transmission, machine correction and peer review. This model directly judges right and wrong learning and facts. It is valuable to learn from the process and the lack of high-level cognitive processing ability. It is suitable for a certain degree of training, but it is difficult to teach students the high-level critical thinking and creative thinking that the current knowledge-based society needs.
Whether learning based on MOOCs is more effective than traditional learning remains to be verified, but at least it is beneficial to improve learning efficiency. Butin wrote in "What should MIT do?" A well-designed MOOCs course is continuous and efficient. With the continuous refinement of content, it can provide instant on the basis of highly structured and sequential steps. Feedback, which is suitable for different learning styles and clicks of students. The well-designed curriculum automation model not only begins to show almost the same effect as traditional teaching guidance, but in many cases it can even increase 20% and 50% of specific types of learning. For example, Non-profit organization Ithaka on "machine-led learning in online courses" Some scholars believe that the current M00Cs seem to be more like a second form of continuing education for developing countries, rather than a formal education model, because the current registered and active learners of the MOOCs platform are all from education. Countries with relatively poor conditions. Daniel believes that formalization of formal education is only formalized when MOOCs-based learning is certified and awarded credits and degrees. However, it should also be noted that MOOCs may help promote developing countries to develop online education more cautiously, and draw on and utilize the resources and experience of 0ERs and MOOCs to develop their own educational models. The characteristics of MOOCs in terms of technology application and learning resource application requirements provide possibilities for personalized learning. At the technical level, the technologies currently used in MOOCs include: a comprehensive learning platform that integrates social networking sites such as Facebook, learning discussions and peer review, high-quality search videos, and data capture and Analytical technology, this not only makes the network-based teaching more localized appeals and response effects of the M00Cs at the forefront of the H-class theory, but also makes this teaching open to a wider range of learners. In order to achieve this goal, diverse learning resources such as digital libraries and digital textbooks have become an indispensable part of the M00Cs curriculum. The learning resources such as digital libraries and digital textbooks embedded in the MOOCs curriculum can not only meet the learning needs of learners of different levels and backgrounds, but also enable the curriculum designers, teachers and providers through the bridge of learning resources. Professionals with diverse learning resources such as digital libraries and digital textbooks have opportunities to collaborate. In collaboration with people of different professional backgrounds and perspectives, the designers and educators of the M00Cs curriculum are able to produce courses that are flexible, reusable and combinable, which can also provide learners with different learning. Experience, thus achieving the personalization of teaching. If the digital learning resources (such as digital libraries and digital textbooks) embedded in the MOOCs course can provide learners with different learning experiences in the learning content, then the techniques used in the MOOCs can promote different learning. While the resources are being used, they can also capture the individualized learning data of the learners in the learning process. In this way, with the cooperation of the two, using the teaching methods based on MOOCs, using the learning analysis technology to evaluate, track, and analyze the learning process, to achieve personalized teaching and learning is just around the corner. 4. What are the real challenges? How to deal with each of the acronyms of MOOCs is controversial according to the interpretation of Sloep. Such as massive, how big is the massive without any official definition, can be a person's classroom, or thousands of even 100,000 people simultaneously synchronized courses around the world. The first “0†means open, but specifically the “open†of the course registration or the second “0†of the resource content education mode of the continuing 0ER, representing online, referring to the local group or the online real-time interaction. The four-letter "C", meaning more controversial course is generally interpreted as a course, emphasizing learning according to the learner's self-paced, but there are still many features to be confirmed: course start, end time, school certification, badge, teacher The role of the learning community, the evaluation and feedback of traditional models. See specifically. What is a large-scale 10,000 open registration local group self-paced focus on scalability focusing on Unicomism M幡 large-scale / open online courses, / start / end time school certification teacher role - learning community assessment and feedback MOOCs and its multiple Meaning 1 In the past, people focused on the word MOOCs as “massive mass†point. Course design, teaching method, and teaching quality are all carried out by the curriculum. Massive, open, and online are all designed to make the curriculum more effective than traditional teaching, and to solve educational problems. The learning environment created can be better. Guide students to successful learning outcomes. We want to see that although the M00Cs are known for their ability to provide large-scale quality education resources and the global sharing of the latest knowledge systems, they still face many challenges and challenges. The education storm triggered by MOOCs, some people think that it will subvert the education mode to create a new era of education, some people are optimistic about its mixed mode with traditional education, and some people think that this is just an online education hype. It will gradually decline and disappear in the near future. In any case, in the many doubts, returning to the source of education, we are concerned about whether it is effective in improving the quality of teaching. Based on the existing MOOCs course, we can see that the liberation of knowledge makes higher education be broken down into the smallest components, and the refined education combined with technology enhances learning and combines to form a new higher education model. But unlike information technology that quickly and dramatically disrupts other industries (such as music and news media), changes in higher education take longer to verify. Whether MOOCs really improve the quality of teaching in colleges and universities has always been controversial. Regardless of whether it is effective or not, MOOCs use the power of network technology to rapidly and widely disseminate knowledge, and it is undoubted that the platform for human knowledge innovation is provided in the form of a platform. The learning exchange based on MOOCs presents mesh crossover and instant interaction. The mesh crosses make the crowds inspire each other in learning; instant interaction helps to record people's fleeting inspiration and promotes the collision of thoughts between students. This collective, open, and instant, exciting interactive learning can promote The ultimate collective intelligence. Only on this basis, continuous improvement of navigation and guidance, creation and provision of friendly online learning tools (including multimedia collaborative creation, virtual reality scenarios, simulation experiments, etc.), effectively improve student participation, persistence, and with personalized learning Mode and immediate assessment can really improve the quality of education. In a commentary on the current affairs of the famous American financial magazine Forbes in July 2013, the authors said that they do not think that MOOCs are revolutionary innovations in learning transformation, but platform-based big data and its application and adaptive education. The results can lead to devastating and far-reaching innovations. The large amount of data collected on a daily basis based on the platform can help educators to create personalized learning for learners. “What should MIT do?†MITx (a new online learning program from the Massachusetts Institute of Technology) attempts to create a continuous self-regulating, self-improving system to support structured on-demand feedback in learning. Structured “just-in-time†feedback, rather than a summative “end of course†test, is the goal pursued by educators because it transforms one-way instruction that focuses on knowledge transfer into a circular recursive guidance model. From this idea, we can see that after the current online education develops to maturity, the function of teaching changes, and the classroom changes from “passing knowledge†to “interaction and evaluationâ€. The interaction in the learning process after the technology is mature can be “humanâ€. One person can also be a "human machine" and eventually form a continuously optimized loop mode. Teaching under this situation will be more personalized and more effective, but is the storm based on eight/field education coming? fj. China Education Network, 2013, (4): 11-15. Chen Zhu. Peking University Tsinghua joined the US online education platform. Xinmin Evening News, 2013-07-09 (A7). Peking University News Network. Peking University and DeTao, leading the MOOCs trend fEB/OLj. H Cheng Hao provincial frontier M00Cs localization appeal and its response. Modern Distance Education Research, 2013, (3): 3-12. Journal of Heilongjiang College of Education, 2011, 30 (11): 21-23. Gu Xiaoqing, Ph.D., Professor, Department of Education and Information Technology, East China Normal University, the main research direction is the theory and practice of education informatization, the design of education and training system Development, CSCU learning technology system and user behavior; Hu Yiling, Department of Education Information Technology, East China Normal University, Ph.D., research direction for online learning behavior analysis; Cai Huiying, Department of Education and Information Technology, East China Normal University, Ph.D., research direction for computer support Collaborative learning. Responsible Editor: Liu Ju's 11th National Information Technology and Curriculum Integration Quality Class Competition was launched in October. This national news technology and curriculum integration quality class competition and modern education academic annual meeting (hereinafter referred to as "curriculum integration quality class competition"), It is to build a nationwide platform for intelligent integration and communication for the training of educational information talents. The 11th Curriculum Integration Quality Class Competition will be jointly organized by the Digital Learning Support Technology Engineering Research Center of the Ministry of Education, the National Modern Education Technology Training Center, and Northeast Normal University. It will be divided into three groups: the primary school group, the junior high school group and the high school group. It is expected to be divided into this year. In October, it was held in Hefei, Anhui Province, in Tianjin in November, and in Changchun City, Jilin Province in December. According to reports, the course integration quality class competition is held once a year. The theme of this year's conference is the innovation of teaching methods in information technology promotion disciplines. The specific contents of attention mainly include: ways and methods of cultivating students' wisdom and promoting innovation in learning and teaching methods in the information technology environment; exploring the direction of teaching resources and tool software construction and their interaction in e-learning equipment (electronic whiteboard, interactive TV), Effective application of e-books and other environments; improving the ability of primary and secondary school teachers to integrate information technology with teaching. The competition aims to lead the informationization direction of primary and secondary schools in China, enhance the teaching informationization ability of teachers, and comprehensively promote the development of modern education in primary and secondary schools nationwide. The competitions are divided into three categories: seminars, simulations, and heterosexual observations. The leaders of education, college experts and scholars will be invited to serve as judges, and the first, second and third prizes will be awarded. In addition, the annual conference of modern education will also be held in the same period. It will conduct in-depth discussions on issues such as smart education, information technology to promote school teaching and management method innovation, digital campus construction, and teacher teaching informationization capabilities. Expert reports will also be arranged during the period. Director and President's Forum, etc. Such large-scale events have a greater impact on both the workers engaged in front-line teaching practice and other researchers who are concerned with the practical application of information technology. In order to ensure the high quality and high level of the competition, we are now recruiting high-quality examples of information technology application and real classroom teaching for demonstration and evaluation. This will be a dialogue between theory and practice, exchange of ideas and actions, and a grand gathering of information technology and curriculum integration. We sincerely welcome domestic scholars, experts and government leaders in charge of education, responsible persons and staff of education administration departments, primary and secondary school principals and teachers, and relevant academic media to participate. For related matters, please visit the website: www'chinalixiang'net; Secretariat: Research on Teacher Education Resources of School of Information and Software Engineering, Northeast Normal University (烨伟)
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