联通主义学习的联通支架设计与促进者角色转换  

Connectivity Scaffolding Design and Facilitator Role Transformation in Connectivist Learning Context

作　　者：王志军 李爽[2] 赵宏[2] 谢浩 冯晓英[4] WANG Zhijun;LI Shuang;ZHAO Hong;XIE Hao;FENG Xiaoying(Jiangsu“Internet+Education”Center,Jiangnan University,Wuxi 214122,China;Research Center of Distance Education,Beijing Normal University,Beijing 100875,China;Beijing Institute for Learning Society,Beijing Normal University,Beijing 100875,China;Key Laboratory of Learning Design and Learning Analytics,Beijing Normal University,Beijing 100875,China)

机构地区：[1]江南大学江苏“互联网+教育”研究基地,江苏无锡214122 [2]北京师范大学远程教育研究中心,北京100875 [3]北京师范大学首都学习型社会研究院,北京100875 [4]北京师范大学学习设计与学习分析重点实验室,北京100875

出　　处：《开放学习研究》2022年第5期17-26,共10页Journal of Open Learning

基　　金：国家社会科学基金全国教育科学“十三五”规划2020年度一般课题“联通主义学习中群体协同知识创新研究(项目编号:BCA200092)”的研究成果。

摘　　要：2018年10月起国内首门cMOOC从第一期课程“‘互联网+教育’:理论与实践的对话”到第七期课程“‘互联网+教育’与教育数字化转型”,已经连续运行了七期。因为课程定位的不同,每一期都需要围绕网络建构、知识创生和“互联网+教育”理论与实践问题的解决,开展系统性设计。课程尤其注重每一个分主题与内容、学习活动设计、学习支持服务三方面的设计,以搭建联通的支架。同时,每一期课程中的分主题都会选择最合适的教师来担任促进者,以帮助学习者围绕着课程与分主题的学习目标,快速进入主题学习,开展深度互动,积极参与网络建构和知识创生。同时,在联通主义学习情境中,每一个促进者,在整个课程和对应分主题的学习中都经历了多样化的角色转换。本文在介绍课程创设的联通主义学习情境的基础上,基于五位课程设计者与促进者的认识、体验与经历,探讨联通主义学习的联通支架设计与促进者的角色转换,从而充分地展示联通主义学习的相关原理如何落地于实践,以及这一类学习中“教师”这一角色的特殊性和“多主体性”。From the first version of the course “Internet + Education”:Dialogue between Theory and Practice started in October 2018 to the seventh version entitled “Internet + Education”and Education Digital Transformation,the first cMOOC in China has been running seven rounds.Due to different orientations,each round was systematically designed around network creation,knowledge generation and the solution of the theoretical and practical issues of “Internet + Education”.Sub-topic and its content,learning activity,and learning support services to build the scaffold of connection are focused.Sub-topic in each round selected the most suitable educator,acted as facilitators to quickly draw in thematic learning around the course aims and the theme goals,to carry out in-depth interaction,and to actively involve learners in network creation and knowledge generation.Meanwhile,in this connectivist learning context,each educator has experienced a diversified role change throughout the course and corresponding thematic learning.After introducing the connectivist learning context,based on the understanding and experience of five curriculum designers and educators in this course,this article discusses the connectivist scaffolding design in connectivist learning context and the role transformation of educators.It fully demonstrates how the relevant principles of connectivist learning are put into practice,as well as the particularity and multi-subjectivity of the role of “educator”in this learning mode.

关 键 词：联通主义 课程设计 角色转换 理念转变 联通支架 

分 类 号：G434[文化科学—教育学]