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1、题目摘要文章结构 研究方法Flipping the sociology classroom: Towards a practice of online PedagogyProfound changes are under way in university learning and teaching. Online education is taking hold as never before, catalysed in no small part by the advent of Massive Open Online Courses (MOOCs), free university un
2、its offered online to anyone with an internet connection. MOOCs appear to be intensifying the trend towards flipping the classroom, which involves students engaging with course materials online usually short videos and readings then coming to classes constructed as workshops or symposia in which the
3、y are invited to practically apply their new knowledge in a variety of ways. This article reports on the ways in which MOOCs have allowed us to critically re-examine pedagogy and practice in the sociology classroom and to test our own assumptions regarding effective pedagogy via an action research p
4、roject interrogating student reception of a flipped sociology class. Based on preliminary surveys, participant observation and formal interviews gauging student perceptions and initial reception to this particular class, the research reported here offers important correctives to debates that are usu
5、ally based more on supposition than empirical evidence.1. IntroductionBased on preliminary surveys, participant observation and formal interviews gauging student perceptions and initial reception to this particular class, the research reported here offers important correctives to debates that are us
6、ually based more on supposition than empirical evidence.2. Flipping the classroom with a MOOC3. Flipping a sociology class4. The study4.1 Initial expectations4.2What the students appreciated: flexibility, richness and productivity4.3What they are still concerned about5. Shall we mourn the passing of
7、 the university lecture?Introduction to the Special Issue on Learning AnalyticsThis introduction to the special issue on learning analytics provides an overview of the area, acknowledging the research traditions it emerges from, such as computer supported collaborative learning, academic analytics,
8、and educational data mining, and the way the field aims to bridge from technological innovation to learning purposes. The introduction provides examples of areas and educational stakeholders who are served by and can benefit from learning analytics initiatives, referring throughout to the articles i
9、n this 1. Introduction 2.The defining of Special Issue on Learning Analytics the area 3.Aspects of working across these areas 3.1Development of systems 3.2Analysis of course design features 3.3Development of learning communities 4.Learning analytics driven by changes in social special issue.practice
10、s 5.Further Reading支持课程大规模开放 的学习技术该文针对当前 MOOC 课程所面临的高辍 学率和学习支持服务工作繁重两大核心 难题，提出了支持课程大规模开放学习 技术的解决思路，具体包括：内容交互 与数据追踪技术、学习数据分析技术、 学习动机维持技术、学习资源语义化技 术、社会知识网络技术、课程生成与进 化技术、发展性评估技术、同伴互评技 术、自动批 改技术、虚拟实验技术等，试图给大规 模开放课程开发者和运行者提供技术发 展思路的参考与借鉴。1. Introduction 本文将从学习技术的视角， 探讨 MOOC 要保持一个颠 覆者、革新者应该采纳的 新技术，以解决其面临的
11、 降低学习支持服务工作强 度、提高学习者保持率、 成功率等核心难题。 2.内容交互与数据追踪技术内容交互与数据追踪技术 3.学习数据分析技术学习数据分析技术 4.学习资源语义化技术学习资源语义化技术 5.学习动机维持技术学习动机维持技术 6.社会知识网络技术社会知识网络技术 7.课程生成与进化技术课程生成与进化技术 8.发展性评估技术发展性评估技术 9.同伴互评技术同伴互评技术 10.自动批改技术自动批改技术 11.虚拟实验技术虚拟实验技术 12.结束语结束语微课概念辨析及其教 学应用研究 该文从课和课程概念的文献研究入手， 对微课、微“课”和微课程的概念进行 分析与探讨，认为微课是一种新型的
12、课 程资源，属于数字教育资源的范畴。微 课与“微目标、微教案、微讲义、微练 习”等课程要素共同构成微“课程” ，与 “观看微课、在线讨论、做练习”等学 习活动构成微“课” ，前者属于课程论的 范畴，后者则属于教学论的范畴，两者 具有本质区别。同时，从微课的“教育 资源”属性出发，提出了微课的“目标、 内容、教的活动、交互、多媒体”等五 大构成要素，并结合当前微课教学实践 应用的情况，归纳了微课支持翻转课堂 教学、课内差异化教学和课外辅导答疑 等三种教学应用模式，从理论与实践层 面对微课的概念和教学应用做了较为系 统的探讨。1. Introduction 尽管目前有比较多的学校 开始批量建设微课，并应 用到日常教学实践中，但 对微课的概念界定、构成 要素和应用模式都存在不 同的认识，在一定程度上 影响其作用的发挥。本文 试图在文献研究的基础上， 结合对微课 教学实践应用的观察，剖 析微课的概念、内涵及构 成要素，并研究其在教学 实践中的应用模式。 2.微课概念辨析微课概念辨析 2.1 课与课程 2.2 微课的概念与内涵 3.微课教学应用分析 3.1 微课教学应用的维度分 析 3.2 微课的结构化程度及其相关因素 3.3 微课的教学应用模式 4.结束语结束语
