| 联通主义视域下的移动学习环境设计 |
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| 引用本文： | 张乐乐,黄如民.联通主义视域下的移动学习环境设计[J].现代教育技术,2013,23(2):115-119. |
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| 作者姓名： | 张乐乐 黄如民 |
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| 作者单位： | 江苏师范大学教育研究院,江苏徐州,221116 |
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| 摘 要： | 联通主义学习理论阐述了网络时代下学习的发生过程,即知识是以不同方式进行联通、重组和再造。文章对联通主义学习理论进行了概述,分析了利用该理论进行移动学习环境设计的可行性,并且根据该学习理论,构建了移动学习环境的基本结构,分别对其中的学习共同体、学习资源、支持工具、学习情境四个环境子要素进行设计。鉴于对联通主义理论下移动学习环境的设计,以期给学习者提供一个优质的学习环境,促进学习者高效学习。
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| 关 键 词： | 联通主义 移动学习 学习环境 设计 |
A Critical Analysis of Environment Designing for Mobile Learning: a Reviewing of the Connectivism Theory |
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| ZHANG Le-le
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HUANG Ru-ming.A Critical Analysis of Environment Designing for Mobile Learning: a Reviewing of the Connectivism Theory[J].Modern Educational Technology,2013,23(2):115-119. |
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| Authors: | ZHANG Le-le HUANG Ru-ming |
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| Institution: | g(Institute of Education,Jiangsu Normal University,Xuzhou,Jiangsu 221116,China) |
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| Abstract: | The theory of Connectivism describes the process of learning in Intemet age, that knowledge is connected, restructured, and re-established in various approaches. Based on reviewing literature of Connectivism, this study focused on perspective of learners, and divided the learning environment into three sub-settings （connection, reconstruction, and reestablishment）; through which the author was allowed to analyse four significant elements： （1） learning community, （2） leaning resources, （3） supporting tools, （4） and learning themes; and provide learners with qualified, supportive, and effective learning environment |
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| Keywords: | connectivism mobile learning environment design |
| 本文献已被 CNKI 维普 万方数据 等数据库收录！ |
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