E-learning 3.0:内涵、挑战与生态框架  

E-learning 3.0:Connotation, Challenges and Ecological Framework

作　　者：上超望[1,2] 尹爱青[1] 吴圆圆[1] 段智辰 周孟[1] SHANG Chao-wang YIN Ai-qing WU Yuan-yuan DUAN Zhi-chen ZHOU Meng(Department of Information Technology, Central China Normal University, Wuhan, Hubei, China 430079 Key Laboratory of Adolescent Cyberpsychology and Behavior of Ministry of Education, Wuhan, Hubel China 430079)

机构地区：[1]华中师范大学教育信息技术学院,湖北武汉430079 [2]青少年网络心理与行为教育部重点实验室,湖北武汉430079

出　　处：《现代教育技术》2016年第12期18-23,共6页Modern Educational Technology

基　　金：2014年度教育部人文社会科学研究项目"基于数字水印的网络视频教学资源版权保护研究"(项目编号:14YJA880058)的阶段性研究成果

摘　　要：E-learning 3.0实现了随时随地的连接和学习,为学习与教育带来了新的机遇与挑战。文章通过E-learning 3.0的历史变迁和E-learning 3.0与Web 3.0的关系,对E-learning 3.0的内涵进行了界定,探讨了E-learning 3.0面临的挑战,并提出了一种基于可持续发展理念的E-learning 3.0的生态框架,分析了其生态框架中各要素的功能与层级关系,旨在为数字教育的协调发展与创新提供有益的借鉴。E-learning 3.0 has achieved the connection and learning at anytime and anywhere, which has brought new opporamities and challenges for learning and education. With the historical changes of E-learning 3.0 and the relationship between E-learning 3.0 and Web 3.0, this paper defined the connotation of E-learning 3.0, discussed the challenges faced by E-learning 3.0, and proposed an ecological framework of E-learning 3.0 based on the sustainable development idea. Moreover, the function of each element of this ecological framework and the hierarchical relationship were analyzed, expecting to provide a useful reference for the coordinated development and innovation of digital education.

关 键 词：E-LEARNING 3.0 内涵 生态框架 协调发展 

分 类 号：G40-057[文化科学—教育学原理]