弹性教学手册,疫情下中国“停课不停学”经验【优秀范文】
下面是小编为大家整理的弹性教学手册,疫情下中国“停课不停学”经验【优秀范文】,供大家参考。
Many people have helped us in finalizing this handbook. They have our great appreciation for the long hours and hard work they devoted to conducting research and developing the content. Without their continuous assistance, this handbook would not have been realized. We
would
especially
like
to
thank
Dr.
Haijun
Zeng
from
the
Smart
Learning
Institute
of
Beijing
Normal University and Dr. Changjie Chen from the NetDragon Websoft Inc., for their professional recommendations on the handbook framework. Special thanks also go to Rongxia Zhuang from the Smart Learning Institute of Beijing Normal University for organizing meetings to develop the content and managing the evolution of this handbook from a simple framework to a well-structured content. Our acknowledgement is also extended to the researchers who put a lot of efforts in finding and developing the content. The research team includes Ahmed Tlili, Junfeng Yang, Huanhuan Wang, Muhua Zhang, Bojun Gao, Hang Lu, Ting-Wen Chang, Qian Cheng, Xiayu Yin, Wei Cheng. We acknowledge with gratitude those experts from the Smart Learning Institute of Beijing Normal University (SLIBNU), UNESCO International Research and Training Centre for Rural Education (UNESCO INRULED), UNESCO Institute for Information Technologies in Education (UNESCO IITE), the International Association of Smart Learning Environment (IASLE), the Arab League"s Educational, Cultural and Scientific Organization (ALECSO), and Edmodo for their professional feedback and comments during the preparation of this handbook. Acknowledgement
Contents
Ex ecutiv e
Summary
1
1. Understanding
Flexible
Learning
during
Educational
Disruption
2
1.1 Flexible learning
2 1.2 Characteristics of flexible learning
3 1.3 Dimensions of flexibility
3 2 Applying
Online
Learning
to
Pr o vide
Flexible
Education
9
2.1 Technology enhanced learning
9 2.2 What is online learning
10 2.3 How to provide online learning
11 2.4 Core elements for supporting “Disrupted Classes, Undisrupted Learning”
13 3 Ensuring
Reliable
Netw ork
Infrastructur e
15
4 Utilizing
Friendl y
Learning
T ools
17
5 Adopting
Suitable
Digital
Learning
Resour ces
21
5.1 Evaluate the suitability of digital learning resources
21 5.2 The available digital learning resources for different levels of education
22 6 Facilitating
Eff ectiv e
Online
T eaching
and
Learning
26
6.1 Instructional organization of learning
26 6.2 Social organization of learning activities
27 7 Pr o viding
Suppor ts
and
Ser vices
f or
T eachers
and
Students
32
7.1 Technical services for teachers
32 7.2 Learning supports for students
32 8 Empo w ering
the
Collaboration
betw een
Go v ernments,
Enterprises,
37 and
Schools
Conclusions
and
Recommendations
39
Ref er ence
41
Par ticipant
List
43
During recent years, large scale outbreaks of pandemic disease, natural disaster, or serious air pollution took place in the global wide, affecting not only humans’ health, but also the education sector. For instance, at the end of 2002, SARS affected several countries around the world. To contain the virus, face-to-face teaching was banned in several regions in China. Similarly, in 2009, the outbreak of H1N1 Flu affected several people around the world, causing school closures in many countries and areas, such as Bulgaria, China, France, Italy, Japan, New Zealand, Serbia, South Africa, Thailand, United Kingdom, the United States, etc. (Cauchemez et al., 2014). At the end of 2019, while the Coronavirus (COVID-19) is rapidly spreading worldwide, causing the death of over 3000 persons, several countries have initiated several strategies to contain this virus, including school closures. UNESCO stated that, as of 12 March, forty-six countries in five different continents have announced school closures to contain the spread of COVID-19. Specifically, twenty-six countries have completely closed schools nationwide, affecting the learning process of almost 376.9 million children and youth who would normally attend schools. A further twenty countries have partially closed schools (localized school closures) to prevent or contain the spread of COVID-19. Particularly, 500 million children and youth are still threatened with not attending their schools if these twenty countries also order nationwide school closures. International organizations have paid particular attention to the issue of “Education Response in Crises and Emergencies”. UNESCO stated in the Education 2030 Incheon Declaration and Framework for Action that countries should “provide alternative modes of learning and education for children and adolescents who are not in school at both the primary and secondary levels, and put in place equivalency and bridging programmes, recognized and accredited by the state, to ensure flexible learning in both formal and non-formal settings, including in emergency situations”. Specifically
in
China,
to
contain
the
COVID-19,
the
Chinese
government
has
banned
most-face-to-face activities, including teaching. Chinese Ministry of Education, on the other hand, has launched an initiative entitled “Disrupted classes, undisrupted learning” to provide flexible online learning to over 270 million students from their homes. Therefore, this handbook aims to define the term “flexible learning” to readers. It then describes several implemented flexible online learning strategies during the COVID-19 outbreak. These stories are presented based on six dimensions, namely (a) infrastructure, (b) learning tools, (c) learning resources, (d) teaching and learning methods, (e) services for teachers and students, and (f) cooperation between enterprise, government, and schools. Specifically, this handbook can help other educators, researchers and practitioners implement
similar
case
studies
in
their
context.
Finally,
this
handbook
shows,
based
on
this
practical experience, the different cooperation between several sectors (governmental, telecommunication, enterprises, etc.) to provide effective and inclusive education in case of emergencies, such as the COVID-19. Executive Summary
Term 1. Flexible pedagogy In
this
handbook,
we
re-conceptualize
flexible pedagogy
as
a
learner-centered
educational strategy,
which
provides
choices
from
the
main dimensions
of
study,
such
as
time
and
location of
learning,
resources
for
teaching
and
learning, instructional approaches, learning activities, support for teachers and learners. In this way, teaching and learning can be flexible rather than fixed. This can help promote easy, engaged and effective learning.
Lee and McLoughlin (2010) de fi ned fl exible learning as a “set of educational approaches and systems concerned with providing learners with increased choice, convenience, and personalization to suit their needs. In particular, fle xible learning provides learners with choices about where, when, and how learning occurs, by using a range of technologies to support the teaching and learning process.”
1.1
Flexible
Learning The study of flexible learning and teaching has a long history. First, “flexibility” is defined as offering choices in the educational environment, as well as customizing a given course to meet the needs of individual learners. Therefore, providing the possibility of making learning choices to learners is crucial. These learning choices can
cover
class
times,
course
content,
instructional approach, learning resources and location, technology use,
the
requirements
for
entry/completion
dates, and
communication
medium
(Collis,
Vingerhoets, &
Moonen,
1997;
Goode,
Willis,
Wolf,
&
Harris, 2007).
With
the
development
of
information
and communication technologies, new learning modes have appeared that can open more opportunities for flexible learning, such as open learning. Open learning aims to make learners more self-determined and independent, while teachers became more as learning facilitators (Wiki, 2019). Learner-centered philosophy serves as an underpinning theory for this flexibility dominated educational practices (Lewis & Spenser, 1986). In flexible learning environments, barriers that might prevent students from attending a given educational context (e.g., classrooms) are removed. With the further development of technologies, flexible delivery is considered a critical component (Lundin, 1999), which usually empowers learners and instructors to exchange information in a two-way manner. Later, the scope of flexible learning has been further extended beyond the dimension of delivery to cover flexible pedagogy (Gordon, 2014; Ryan & Tilbury, 2013). Gardon (2014) and Ryan and Tilbury (2013) believed that flexibility is not only an attribute of students, but also a feature of educational strategies at the institution level. 1 Understanding Flexible Learning during Educational Disruption
1.2
Characteristics
of
flexible
learning
Flexible learning has several characteristics, as follows: First, it offers learners rich learning choices from multiple dimensions of study (Goode et al., 2007).
Second, it applies learner-centered constructivism approach which is indicated by a shift from the teacher taking learning responsibilities to the learner taking these responsibilities as well (Lewis & Spencer, 1986; Goode, 2007). Last, learners are granted a variety of choices and take more responsibilities for their own learning. Therefore, flexible learning requires learners to be more skilled at self-regulation in terms of goal setting, self-monitoring and make adjustments and instructors to promote active learning so that learning in such situations can be engaging and effective (Collis, 1998).
1.3
Dimensions
of
flexibility
The
strategy
of
flexible
learning
can
be
implemented
at
different
levels,
such
as
teaching
and
learner management, operational management, and institutional management (Casey & Wilson, 2005). Focusing on the flexibility at teaching and learner management level, we identified the following eight key flexibility dimensions.
• When
and
wher e
the
learning ...
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