12教学设计的研究热点与发展趋势.pptVIP

学习对象与学习设计规范 柯清超 华南师范大学教育信息技术学院 2004.3 目录 一、学习对象 二、学习对象的教学应用 三、学习对象方法 四、学习对象系统 五、学习对象库 六、学习设计规范 1. 学习对象概念 美国犹他州大学David Wiley： “学习对象是任何能够被重用来支持学习的数字化资源” ； 学习对象作为一种资源的核心特征是：可重用性、支持学习、数字化 标准体系框架 2. 学习对象教学应用 1.0. Learning objects explained ?1.1. Connecting learning objects to instructional design theory: A definition, a metaphor, ?and a taxonomy ?by David A. Wiley ?1.2. The nature and origin of instructional objects ?by Andrew S. Gibbons, Jon Nelson, ?and Robert Richards 2.0. Learning objects and constructivist thought ?2.1. Learning object systems as constructivist learning environments: Related?assumptions, theories, and applications ?by Brenda Bannan-Ritland, Nada Dabbagh, ?and Kate Murphy ?2.2. Designing resource-based learning and performance support systems ?by Michael J. Hannafin, Janette R. Hill, ?and James E. McCarthy ?2.3. Learning objects to support inquiry-based online learning ?by Chandra Hawley Orrill 3.0. Learning objects and people ?3.1. Designing learning objects to mass customize and personalize learning ?by Margaret Martinez ?3.2. Evaluation of learning objects and instruction using learning objects ?by David D. Williams 4.0. Learning objects implementation war stories ?4.1. Battle stories from the field: Wisconsin online resource center learning objects project ?by Kay Chitwood, Carol May, David Bunnow, ?and Terri Langan ?4.2. A university-wide system for creating, capturing, and delivering learning objects ?by Joseph B. South and David W. Monson 5.0. Learning objects and the future ?5.1. Collaboratively filtering learning objects ?by Mimi M. Recker, Andrew Walker, and David A. Wiley ?5.2. Knowledge objects and mental models ?by M. David Merrill ?5.3. The future of learning objects ?by H. Wayne Hodgins 3. 学习对象方法 学习对象方法的基本原理： 可重用性（reusability） 生成性（generativity） 适应性(adaptability) 规模性(scalability) 可重用性 当教学人员获得学习资源时，一般情况下，首先要按照资源原来的组织方式进行分拆，得到零散的素材，然后再根据自己的需要，重新组合这些素材，成为符合自己教学目的的教学资料。但若是利用学习对象方法，就能够省