教師遠(yuǎn)程研修課件

1、遠(yuǎn)程培訓(xùn)的質(zhì)量管理華東師范大學(xué)網(wǎng)絡(luò)教育學(xué)院 閆寒冰目錄遠(yuǎn)程培訓(xùn)的優(yōu)勢與劣勢遠(yuǎn)程教育的本質(zhì)特點(diǎn)理念：遠(yuǎn)程培訓(xùn)質(zhì)量管理的基本理念體系：OU的培訓(xùn)案例解讀課程：設(shè)計(jì)與創(chuàng)新實(shí)施：助學(xué)案例剖析遠(yuǎn)程培訓(xùn)遠(yuǎn)程培訓(xùn)是指依賴于網(wǎng)絡(luò)課程的，有明確的培訓(xùn)目的、培訓(xùn)時(shí)限的培訓(xùn)，以此區(qū)別與非正式學(xué)習(xí)。遠(yuǎn)程教學(xué)（理想VS現(xiàn)實(shí)）理想：教學(xué)交互性強(qiáng)超越教學(xué)時(shí)空共享教學(xué)資源實(shí)現(xiàn)教育理想開放、靈活學(xué)習(xí)、以學(xué)為主現(xiàn)實(shí)：學(xué)習(xí)效果受到質(zhì)疑質(zhì)量管理正趨規(guī)范遠(yuǎn)程教學(xué)的優(yōu)勢時(shí)空不限，可以運(yùn)用零碎時(shí)間學(xué)習(xí)隱性知識外化，便于智慧共享網(wǎng)絡(luò)數(shù)據(jù)庫，可以快速地查找資源教學(xué)民主氛圍的形成遠(yuǎn)程培訓(xùn)優(yōu)勢無限正視遠(yuǎn)程培訓(xùn)的劣勢前提：內(nèi)容設(shè)計(jì)好，助學(xué)得當(dāng)?shù)那闆r

2、下內(nèi)容：有些教學(xué)內(nèi)容不適于網(wǎng)上進(jìn)行情境：文字描述往往帶來的是真實(shí)情境的缺失交流：缺乏現(xiàn)場互動與即時(shí)反饋技術(shù)：對技術(shù)的絕對依賴學(xué)員：學(xué)習(xí)自覺性，學(xué)習(xí)時(shí)間的保障（工學(xué)矛盾）知識管理的視角看遠(yuǎn)程教學(xué)顯性知識交流、合作、探究授導(dǎo)獲取表達(dá)社會化隱性知識隱性知識顯性知識組合化隱性知識外化顯性知識顯性知識內(nèi)化隱性知識全國班主任培訓(xùn)“200名骨干班主任的面授培訓(xùn)”與“10000名班主任的遠(yuǎn)程培訓(xùn)”同時(shí)于2007年11月9日開始。講座者名家云集，講座非常精彩在“200骨干”班中，講座是面對面進(jìn)行的，同時(shí)生成錄像，上傳網(wǎng)站，供10000名班主任來在線學(xué)習(xí)。 講座后有相關(guān)的在線研討，這時(shí)骨干班主任可以成為后續(xù)研討的

3、助學(xué)者。 Case Study 1: National Training for 10,200 Class Teachers高中新課程校長研修混合培訓(xùn) (面對面+博文反思）博文反思就個(gè)人而言：學(xué)習(xí)過程與成果的記錄促進(jìn)知識外化與學(xué)習(xí)反思就群體而言：培訓(xùn)主題的“主題圈”“學(xué)習(xí)共同體”就管理而言：有利于培訓(xùn)跟蹤與綜合評價(jià)就社會而言：開放教育資源更廣泛的培訓(xùn)管理者共享。INTEL未來教育的TEO課程精心設(shè)計(jì)的、群體開發(fā)的網(wǎng)絡(luò)課程課程本身就是參與式、體驗(yàn)式課程混合培訓(xùn)（3天面授+7周遠(yuǎn)程）遠(yuǎn)程培訓(xùn)的條件成熟了終身學(xué)習(xí)理念被廣泛接受并初步落實(shí)支持自主學(xué)習(xí)的理論與方法更趨成熟開源軟件促進(jìn)了網(wǎng)絡(luò)課程設(shè)計(jì)主體的

4、大眾化(Moodle, Sakai)新技術(shù)環(huán)境的出現(xiàn)(手機(jī)，MP5)免費(fèi)共享課程資源的愿景正在實(shí)現(xiàn)(MIT,OU)-今天你不生活在未來，明天你將生活在過去。教師遠(yuǎn)程培訓(xùn)的挑戰(zhàn)不乏引領(lǐng)性的項(xiàng)目，但是普遍意義上來講，以下兩個(gè)問題沒有得到很好的回答什么是質(zhì)量（學(xué)習(xí)是否真正發(fā)生了？）踴躍的討論？點(diǎn)擊率？（深度貼）例1：某省教育技術(shù)遠(yuǎn)程培訓(xùn)例2：專家評價(jià)某全國性的教師培訓(xùn)網(wǎng)站質(zhì)量：是否到達(dá)了教學(xué)目標(biāo)？質(zhì)量的要求：粗放型：讓想學(xué)習(xí)的人達(dá)到了教學(xué)目標(biāo)精品型：讓盡可能多的人達(dá)到了教學(xué)目標(biāo)教師遠(yuǎn)程培訓(xùn)的挑戰(zhàn)如何保證質(zhì)量？個(gè)體的經(jīng)驗(yàn)與付出？保證質(zhì)量：方法與策略考慮成本效益尋求可復(fù)制方法不是中國特有的問題，也不是遠(yuǎn)

5、程特有的問題，但遠(yuǎn)程培訓(xùn)將質(zhì)量問題外化了遠(yuǎn)程教育的本質(zhì)特點(diǎn)教學(xué)的兩階段課程的系統(tǒng)設(shè)計(jì)過程中的學(xué)習(xí)支持傳統(tǒng)教育教與學(xué)的關(guān)系教學(xué)遠(yuǎn)程教育教與學(xué)的關(guān)系教學(xué)遠(yuǎn)程教育教與學(xué)的本質(zhì)教的行為和學(xué)的行為在時(shí)空上是分離的學(xué)習(xí)是在教與學(xué)相互作用中發(fā)生的遠(yuǎn)程教育必須重新構(gòu)建教與學(xué)相互作用的關(guān)系（教與學(xué)的再度整合）教與學(xué)行為再度整合的關(guān)鍵 特殊形式和內(nèi)容的學(xué)習(xí)資源 以人際交互為主要特征的學(xué)習(xí)支持課程的系統(tǒng)設(shè)計(jì)內(nèi)容設(shè)計(jì)嵌入教法教學(xué)材料便于人際交互學(xué)習(xí)內(nèi)容的更新與活性過程中的學(xué)習(xí)支持時(shí)間提醒學(xué)術(shù)性的支持 非學(xué)術(shù)性支持問題解決問卷調(diào)查技術(shù)支持常見問答講解內(nèi)容評價(jià)跟蹤發(fā)展學(xué)習(xí)技能激發(fā)動機(jī)交流研討遠(yuǎn)程培訓(xùn)的質(zhì)量管理理念體系課程

6、開發(fā)學(xué)習(xí)支持遠(yuǎn)程培訓(xùn)質(zhì)量管理的文化觀理念價(jià)值：Open University: The Open University is open to people, places, methods and ideas. It promotes educational opportunity and social justice by providing high-quality university education to all who wish to realize their ambitions and fulfill their potential. Through academic res

7、earch, pedagogic innovation and collaborative partnership it seeks to be a world leader in the design, content and delivery of supported open and distance learning. From: http:/www.open.ac.uk/about/ou/p2.shtml華東師范大學(xué)網(wǎng)絡(luò)教育學(xué)院：讓培訓(xùn)成為真正的福利遠(yuǎn)程培訓(xùn)中的文化印記課程主題的選擇、框架的確定、制品符號的表現(xiàn)培訓(xùn)過程的管理、服務(wù)的宗旨、培訓(xùn)課程的再生成理念價(jià)值行為方式制品符號祝智庭

8、，2006OU的理念價(jià)值帶來的：質(zhì)量管理：不是單純的ISO9000，而是針對一些學(xué)科開展質(zhì)量研究對殘疾人的政策質(zhì)量管理質(zhì)量管理-不是規(guī)范流程，而是突破重點(diǎn)Centre for Excellence in Teaching and Learningreflect its commitment to be open to methods. The Open CETL intends to provide insights into delivery of effective life-long learning at scale and free from constraints of time

9、and place. COLMSCT-Centre for open learning of Mathematics, Science, Computing and TechnologyThe Centre is helping excellent teachers to develop effective and engaging open learning in mathematics science, computing and technologyThe challenges are many. The home based student must be provided with

10、rich and motivating experiences in subjects that are about the wonders of the natural world and technology. They must be helped to work together in spite of geographical separation. They must be supported in learning how to use complex tools and techniques.The Centre will harness academic creativity

11、 and new learning technologies in generating new responses to these long-standing challenges. PBPL-Practice-based Professional LearningIt is about developing expertise and knowledge around practice-based professional learning and offering this to all Open University colleagues and other bodies with

12、an interest in practice-based learning. PiCETL-Physics Innovations Centre for Excellence in Teaching and LearningThe Centre is focused on curriculum innovation, the use of modern technology, the development of personal and professional skills, positioning physics in a broader scientific context and

13、widening access.The three partners are supporting a range of teaching and learning projects that will both benefit students and accelerate the growth of pedagogic knowledge in physics and astronomy education.PILS-Personalised Integrated Learning Support Centredeveloping and tailoring learner support

14、 within the curriculum 遠(yuǎn)程培訓(xùn)質(zhì)量管理的理念與思考服務(wù)觀以學(xué)習(xí)者*為中心的視角生態(tài)觀考慮課程的更新與成長系統(tǒng)觀將遠(yuǎn)程培訓(xùn)中課程的設(shè)計(jì)、開發(fā)、實(shí)施、評價(jià)作為一個(gè)系統(tǒng)來考慮遠(yuǎn)程培訓(xùn)的質(zhì)量管理是考慮以上種種觀點(diǎn)視角后，所形成的規(guī)范操作。遠(yuǎn)程培訓(xùn)的課程體系美國鳳凰城大學(xué)的課程體系教育碩士的課程體系（華東師大網(wǎng)絡(luò)學(xué)院研發(fā)）OU的教師培訓(xùn)課程體系能力板塊課程集內(nèi)容示例相應(yīng)課程集的課程目標(biāo)層次新手階段高級新手階段勝任階段精熟階段專家階段專業(yè)基礎(chǔ)教育哲學(xué)教師職業(yè)道德中小學(xué)教科研計(jì)劃與準(zhǔn)備基于項(xiàng)目的學(xué)習(xí)個(gè)性化教學(xué)遠(yuǎn)程教學(xué)設(shè)計(jì)教學(xué)方法與策略課堂提問技巧有效助學(xué)技巧信息技術(shù)整合教學(xué)管理管理學(xué)

15、習(xí)環(huán)境技術(shù)支持的教學(xué)管理評估與評價(jià)績效評估評價(jià)工具設(shè)計(jì)科研評價(jià)與反思注：縱向依據(jù)IBSTPI教師能力標(biāo)準(zhǔn)）；橫向依據(jù)本納的教師職業(yè)發(fā)展理論。教育碩士的課程體系 OU的教師培訓(xùn)課程體系-課程結(jié)構(gòu)School placementNeeds AnalysisAuditITPLevel 1FamiliarizationAssessmentSubject knowledgeModulesRevised ITPSchoolexperienceLevel 2ConsolidationAssessmentSubject knowledgeModulesRevised ITPSchoolexperienceLe

16、vel 3AutonomySubject knowledgeModulesSchoolexperienceAssessmentPGCE/QTSCEDPAssessmentonlySchoolexperienceAssessmentPGCE/QTSCEDPAssessmentOU的教師培訓(xùn)課程體系-學(xué)習(xí)模塊Level 1FamiliarizationModule 1AModule 1BModule 1CModule 1DModule 1EModule 1FLevel 2ConsolidationModule 2AModule 2BModule 2CModule 2DModule 2EModule

17、 2FLevel 3AutonomyModule 3AModule 3BModule 3CModule 3DModule 3EModule 3FStrand A: Your subjectStrand B: PupilsStrand C: PlanningStrand D: TeachingStrand E: AssessmentStrand F: Professional roleOU的教師培訓(xùn)課程體系-相關(guān)的學(xué)習(xí)經(jīng)驗(yàn)Level 1Familiarization20 days school experienceBy the end of this level, student teacher

18、s will be able to plan, teach and evaluate sections of lessons and single lessons with the support of a mentor. Level 2Consolidation40 days school experience(5 days primary)By the end of this level, student teachers will be able to plan, teach and evaluate short sequences of lessons with the support

19、 of a mentor. Level 3Autonomy50 days school experienceBy the end of this level, student teachers will be able to take responsibility for planning, teaching and evaluating extended sequences of lessons.終于到了課程開發(fā)了開發(fā)前需確定事宜1內(nèi)容的展示形式即時(shí)更新型的優(yōu)點(diǎn)：可以即時(shí)更新；管理相對容易缺點(diǎn)：教師的時(shí)間成本；忽略遠(yuǎn)程教學(xué)設(shè)計(jì)（設(shè)計(jì)粒度、教法設(shè)計(jì)、內(nèi)容呈現(xiàn)方式的設(shè)計(jì)）制作成形的，偶爾更新的分

20、類1視頻為主的（如：三分屏的講座）音頻為主的文字為主的分類2靜態(tài)呈現(xiàn)講稿的動態(tài)呈現(xiàn)講座過程的開發(fā)前需確定事宜2教學(xué)模式資源庫形式如，只提供學(xué)習(xí)資源，設(shè)定學(xué)生學(xué)習(xí)的時(shí)間。遠(yuǎn)程教學(xué)形式如，資源制作好后，將在遠(yuǎn)程通過討論、作業(yè)能形式組織學(xué)習(xí)，只在必要的時(shí)候面對面學(xué)習(xí)（如開班）。遠(yuǎn)程與面授結(jié)合形式如，資源制作好后，在多個(gè)時(shí)間安排面授，進(jìn)行答疑。開發(fā)前需確定事宜3教學(xué)評估點(diǎn)擊率評估記錄平臺登錄次數(shù)，瀏覽課程的時(shí)間，點(diǎn)擊次數(shù)績效評估對討論參與的質(zhì)量與次數(shù)進(jìn)行記錄，對作業(yè)的點(diǎn)評等點(diǎn)擊率評估績效評估教法定位：教學(xué)目的是為了積累知識，還是培養(yǎng)能力？這直接影響到課程中教法的設(shè)計(jì)（如：現(xiàn)代生物學(xué)知識專題；語文教學(xué)設(shè)

21、計(jì)）當(dāng)前的趨向：知識型學(xué)習(xí)-體驗(yàn)型學(xué)習(xí)成人教育的特點(diǎn)：以理釋例-以例釋理平臺支持的程度無論是哪一種評估，平臺必須要盡可能地減少教師的事務(wù)性操作開發(fā)前需確定事宜4團(tuán)隊(duì)的分工與接口定義管理者主講教師遠(yuǎn)程教學(xué)設(shè)計(jì)者網(wǎng)頁制作者分工與接口定義思考分工與接口定義舉例開發(fā)前需確定事宜5其他：成本方案基本成本計(jì)算特殊需求的成本支持資料如建設(shè)指南如課程范例如過程性支架開發(fā)前需確定事宜6管理方案如基本的時(shí)間節(jié)點(diǎn)每個(gè)節(jié)點(diǎn)要求的質(zhì)量評價(jià)標(biāo)準(zhǔn)自評、互評方案、向?qū)У染氛n程與一般課程的管理方法精品課程的激勵(lì)問題版權(quán)問題后續(xù)更新問題開發(fā)前需確定的事宜_7評價(jià)方案課程設(shè)計(jì)與開發(fā)流程準(zhǔn)備階段：制定計(jì)劃，確定開發(fā)小組分析階段：學(xué)

22、習(xí)者分析，課程資源分析設(shè)計(jì)階段：制定課程計(jì)劃、發(fā)展教學(xué)策略，選摜教學(xué)媒體，計(jì)劃學(xué)習(xí)支持開發(fā)階段：課程材料的開發(fā)，建構(gòu)積極交互，編寫學(xué)習(xí)指導(dǎo)書實(shí)施階段：試用，收集活性資源，更新第一步確定需要準(zhǔn)備的內(nèi)容基本信息教師自我介紹課程簡介教學(xué)評估學(xué)習(xí)建議教學(xué)內(nèi)容整體教學(xué)策略（如中小學(xué)科研成功階梯）需要講授的內(nèi)容（不得不講的內(nèi)容）需要提供的案例（恰需的案例）需要特別制作的內(nèi)容教學(xué)的整體策略第二步計(jì)劃學(xué)生支持關(guān)鍵：以學(xué)生為中心，過程性支持例：教師職業(yè)生涯規(guī)劃的中的學(xué)生支持職業(yè)生涯規(guī)劃的模板設(shè)計(jì)作業(yè)的評價(jià)標(biāo)準(zhǔn)第二步計(jì)劃學(xué)生支持設(shè)計(jì)積極的師生交互吸引人眼球的，有意義，開放的的問題緊扣學(xué)生生活體驗(yàn)的問題例（初級階段

23、）：教師可以自救嗎？師生互動中的教師定位？課堂：師生的“生活家園”還是“利益戰(zhàn)場”？教師，你為什么就幸福不起來？例（發(fā)展階段）：請觀摩比較案例1與案例2，馬老師在前后兩年實(shí)施評價(jià)有哪些相同點(diǎn)與不同點(diǎn)？第三步編寫學(xué)習(xí)指導(dǎo)書目的：讓學(xué)生對于學(xué)習(xí)目的、學(xué)習(xí)過程與學(xué)習(xí)評估有充分的知情權(quán)。內(nèi)容結(jié)構(gòu)課程的目的與作用課程的內(nèi)容介紹與學(xué)習(xí)目標(biāo)說明學(xué)習(xí)時(shí)間安排建議參考書對于學(xué)習(xí)策略和技巧的建議；學(xué)生自我評價(jià)的自測題和討論問題如何聯(lián)系主講教師等信息第四步開發(fā)學(xué)習(xí)資源在主講教師、設(shè)計(jì)者與開發(fā)者之間設(shè)計(jì)可行的、便于互評與約束的管理方案定義不同工作人員之間的關(guān)鍵接口（如文件名命名規(guī)則、文件夾存放規(guī)則）開發(fā)后資源（網(wǎng)絡(luò)課

24、程）的評價(jià)注意：作為系列課程建設(shè)標(biāo)識等問題質(zhì)量管理文檔示意網(wǎng)絡(luò)課程建設(shè)網(wǎng)絡(luò)課程立項(xiàng)建設(shè)管理向?qū)ЬW(wǎng)絡(luò)課程制作者管理向?qū)ЬW(wǎng)絡(luò)課程發(fā)布向?qū)ЬW(wǎng)絡(luò)課程建設(shè)指南范例網(wǎng)絡(luò)課程建設(shè)計(jì)劃書范例網(wǎng)絡(luò)課程制作流程向?qū)В∕ediaplayer版）網(wǎng)絡(luò)課程制作流程向?qū)В≧ebodemo版）網(wǎng)絡(luò)課程建設(shè)申請書網(wǎng)絡(luò)課程評價(jià)標(biāo)準(zhǔn)專家課程評審表教師網(wǎng)絡(luò)課程建設(shè)技術(shù)培訓(xùn)向?qū)гO(shè)計(jì)階段的總結(jié)管理者是十分重要的角色能夠從宏觀上把握資源開發(fā)的質(zhì)量與進(jìn)度對于共性的問題要通過管理解決如：遠(yuǎn)程教學(xué)設(shè)計(jì)書如：網(wǎng)絡(luò)課程建設(shè)指南如：網(wǎng)絡(luò)課程范例如：學(xué)習(xí)支持材料范例如：與各類人員的合同等安排合適的人組成有效率的團(tuán)隊(duì)課程實(shí)施階段呢如何實(shí)現(xiàn)好的培訓(xùn)？-從

25、網(wǎng)絡(luò)課程的角度 課程開發(fā)階段 培訓(xùn)實(shí)施階段 課程材料學(xué)習(xí)支持傳統(tǒng)上講，學(xué)習(xí)支持是在課程材料開發(fā)完成后發(fā)生的 (Tait, 2000) 如何實(shí)現(xiàn)好的培訓(xùn)？-從網(wǎng)絡(luò)課程的角度 課程開發(fā)階段 培訓(xùn)實(shí)施階段課程材料學(xué)習(xí)支持在網(wǎng)絡(luò)課程中盡可能固化優(yōu)秀的學(xué)習(xí)支持（多數(shù)是學(xué)術(shù)性支持）可固化的學(xué)習(xí)支持動態(tài)學(xué)習(xí)支持如何實(shí)現(xiàn)好的培訓(xùn)-以英特爾TEO為例學(xué)習(xí)建議：助學(xué)導(dǎo)師的話學(xué)習(xí)范例：超過60個(gè)優(yōu)秀的作品范例自評量規(guī)：討論板量規(guī)，框架問題量規(guī)，單元計(jì)劃量規(guī) 討論主題：每個(gè)模塊中均有精心設(shè)計(jì)的、與課程內(nèi)容緊密相關(guān)的討論問題學(xué)習(xí)平臺：基于Moodle平臺助學(xué)支持：助學(xué)管理如何實(shí)現(xiàn)好的培訓(xùn)-以英特爾TEO為例分析課程材料

26、助學(xué)導(dǎo)師互動固化更多的學(xué)習(xí)支持下一步：固化更多的學(xué)習(xí)支持 影響因子 面對面中的互動效果 課程改進(jìn) 學(xué)習(xí)內(nèi)容感受節(jié)奏，理解重難點(diǎn)不同的顏色與標(biāo)簽標(biāo)注節(jié)奏與重要性; 預(yù)知重難點(diǎn)，插入視頻片段去解釋它；創(chuàng)造FAQ從學(xué)員中挖掘到更多的難點(diǎn)。 學(xué)習(xí)活動獲得對某一主題討論的關(guān)鍵性理解為每個(gè)討論創(chuàng)建點(diǎn)評，幫助助學(xué)導(dǎo)師掌握重點(diǎn)。 學(xué)習(xí)評價(jià) 知道為什么需要提高，以及如何提供自己的作品展示范例的修改過程，包括原始案例以及過程性點(diǎn)評。主持討論誤區(qū)1: 討論是目的現(xiàn)象：討論目的不清晰，學(xué)員不需要對課程的學(xué)習(xí)就可參與不足分析：討論是輸出，就課程學(xué)習(xí)而言，學(xué)習(xí)者“輸出”的前提是“輸入”討論不是目的，學(xué)習(xí)是目的重點(diǎn)：面授階

27、段強(qiáng)調(diào)“討論版評價(jià)量規(guī)”，過程中逐漸糾偏主持討論誤區(qū)2：討論止于“敞現(xiàn)”現(xiàn)象：很多交流，沒有總結(jié)與提升不足分析：敞現(xiàn)：讓學(xué)習(xí)者們在具體問題的討論中暢所欲言，學(xué)習(xí)者從自己角度來對問題進(jìn)行剖析，敞現(xiàn)自己的觀點(diǎn)和認(rèn)識，形成頭腦風(fēng)暴的局面。辨析：辨析包括三個(gè)層面內(nèi)容，第一個(gè)層面是參與者要把自己參與討論回答問題所基于的角度分析清楚，第二個(gè)層面是審視理解別人觀點(diǎn)時(shí)，需要辨析他人回答問題所基于的角度與概念基礎(chǔ)，第三個(gè)層面是把原有問題辨析清晰。提升：交流討論只有對學(xué)習(xí)者乃至群體有真正的啟發(fā)或促進(jìn)，進(jìn)而產(chǎn)生實(shí)踐改進(jìn)時(shí)，學(xué)習(xí)者才能真正投入。重點(diǎn)：明確討論的意義，逐漸形成有意義的小結(jié)打造“去專家化”的課程/educ

28、ation/elements/+學(xué)員與“互動”的互動：新教師，老教師的互動學(xué)習(xí)支持中的管理理念引入企業(yè)的項(xiàng)目管理經(jīng)驗(yàn)與主講教師有合同，明晰義務(wù)與責(zé)任有嚴(yán)格的時(shí)間管理與時(shí)間提醒有嚴(yán)格的獎(jiǎng)罰制度一系列問卷調(diào)查將學(xué)習(xí)過程設(shè)計(jì)的理念整合于管理將主講教師首先當(dāng)做學(xué)習(xí)者提供一系列模板、范例、支架進(jìn)行認(rèn)真的集體備課與技術(shù)培訓(xùn)：（例）要求評估先行，充分尊重學(xué)生對于學(xué)習(xí)目標(biāo)與學(xué)習(xí)過程的知情權(quán)。聚焦學(xué)習(xí)支持中的管理面對面：確定的學(xué)習(xí)時(shí)間遠(yuǎn)程：彈性，學(xué)習(xí)者控制的任何時(shí)間，任何地點(diǎn)傳統(tǒng)上來講，面向成人和工作者實(shí)施遠(yuǎn)程教學(xué)評估先行，開展有效助學(xué)借助平臺，減少助學(xué)導(dǎo)師的事務(wù)型操作保存活性資源，如：精彩的討論貼有特點(diǎn)的作業(yè)

29、及點(diǎn)評學(xué)生的質(zhì)疑實(shí)施遠(yuǎn)程教學(xué)將研究整合于教學(xué)跟隨性的問卷調(diào)查及時(shí)更新學(xué)習(xí)資源基于平臺的課程更新最后，僅有質(zhì)量管理是不夠的！課程建設(shè)規(guī)范的建立行為的卓越文化的形成技術(shù)支持過程控制學(xué)習(xí)服務(wù)謝謝聆聽yhb1225然而遠(yuǎn)程教育中的學(xué)習(xí)者并“不總是成熟的獨(dú)立學(xué)習(xí)者 (Sherry, 1996) 學(xué)習(xí)者在最后期限時(shí)沖上網(wǎng)絡(luò)進(jìn)行交流或提交作業(yè)的情況是正常的現(xiàn)象If this habitual flexible and learner-controlled time management fit for a course needs more involvement? Brief Introduction t

30、o the comparative studyThe cases took place at the end of 2007 to March, 2008 in Shanghai. Facilitator AHave good experience on facilitating F2F trainingNo experience on facilitating online training. Worried very much about the quality.Facilitator BHave good experience on facilitating F2F trainingHa

31、ve some experience on facilitating online training.Believe online training has many advantages over F2F training.the FacilitatorsClass A28 selected teachersVery busy Have no idea of Intel TeachClass B20 selected teachersVery busyFamiliar with the previous version of Intel Teach, but this version is

32、quite different from beforethe ParticipantsLearning ScheduleBlended learningParticipants AttitudeAfter the F2F training, the learners satisfaction almost same. Facilitators requirement for online learningRequirementfacilitator Afacilitator BRequired Learning timeAt least learn one hour per dayLearn

33、any time but guarantee 6 hours per weekSynchronized communication Compulsory, twice per week, one hour per time; Topics are decided by the course; Optional, twice per week. One hour per time. Topics are decided by the participants, the facilitator will help them to solve problem. Synchronized tool O

34、nline Discussion Forum Chatting roomAsynchronized communication-Discuss at Online Discussion Forum on required topics; Other requirementsPost reflective blog after each module;Finish the task in the process of learning Post reflective blog after each module; Finish the task in the process of learnin

35、gParticipants attitude to the requirementPressure, complain, and queryHappy, relaxed, and understandFacilitators strategy during the process of the online learningFacilitator A: Post bulletin everyday to encourage those participants who study online that day at the first two weeks. Also give some re

36、mind of learning process. See the Example.Be sure to be online at the required discussion time, and also encourages those participants who takes part in the discussion.At the end of each week, facilitator A will report the participants involving situation one by one. See the Example.When he found pa

37、rticipants are really motivated to learn, he change to post bulletin twice-third times per week. Keep on reporting participants involving situation at the end of each week.Facilitator B:Post bulletin to emphasis the key point of learning twice per week at the first two weeks. Be sure to be online at

38、 the office time. Have some deep discussion with 3-4 participants.To check Online Discussion Forum and Blog frequently, be sure to give feedback. . Pay a lot of efforts and time to call participants one by one (twice), email to participants to discuss about their works one by one.Participants attitu

39、de during the process of the online learningClass A: Become more and more involved.Online discussion is very successfulShow satisfaction about the trainingClass B:Only 4-5 participants are very involved, but they also feel worried about online learningAlmost all the participants feel appreciated for

40、 facilitators effort and timeMost participants didnt show deep understanding about the course according to the finished unit portfolioResultComparing Items Class AClass BRetentionNumber 26/2814/20Ratio92.9%70%Satisfaction to the training Very satisfied38%7%Somewhat satisfied50%29%Somewhat unsatisfie

41、d12%50%Very unsatisfied014%Participants for the survey 26 14Quality of the final products Very well23%21%Good 42%29%Passed35%50%Other reasons need to be concernedParticipants in Class B familiar with a part of the content. Does it make them feel proud or impatient?Reflection: Owing to time managemen

42、tClass A online discussion: synchronized and compulsory Learners post can get feedback soon peer review was guaranteed only if the discussion finished, no matter facilitator or learners need to revisit it from time to time learning melody Class B online discussion: asynchronized and compulsorywhen a

43、 learner post a discussion, he had to check the discussion from time to time. synchronized office time, but optional. If learners didnt learn enough, it would be quite difficult for them to have questions. “the strict-time-scheduled discussion give me an enlightenment to organize my own discussion,

44、which based on online discussion board of my middle-school, and very time-consuming for her without strict-time-schedule”. -a learner from Class AReflection: Owing to time managementLearners in Class A developed a good habit. “I have gradually developed a habit during these two months- the first thi

45、ng when I get to school is to turn on my computer, login in the online course, to prepare for new learning. To be frank, I have not cared so much about any other training like this.” - From blog of a learner of Class A“Inertia is natural for human being. If we learn in the same classroom, with teach

46、er and classmates are in presence, that would certainly easy to be involved without wandering. However, online learning is quite different - higher self-discipline is deadly needed. I almost quit from it at the beginning. However, I was touched by teachers encouragement and classmates diligence. I d

47、ecide to go along with others. Now, two weeks pasted, I get used to the learning model. No matter how busy I am everyday, I still care about this online learning, try my best to learn online even got sick sometimes. Now and then, I will ask if today is Wednesday, because Wednesday is a discussion da

48、y; from time to time, unit plan, student example and rubric, those terms used to be strange, will come to my mind. I know now, with developing a good habit, a difficult thing can be easy.” -From blog of a learner of Class ALearners in Class B didnt show that they really fully use the potential time,

49、 such as weekends. “To be frank, I didnt reduce my attention to online course. Every time when I was invited by friends to play, I always decide to make it up tomorrow. However, tomorrow I maybe go out to play again or do some housework. I found it is easier to insist on learning at weekdays, the school is a place to remind me to learn. However, at weekends I seemed have much free time, but with the thought that I have much time anyway, I always delayed and delayed, at last give it up at all.”- From a learner of Class BReflection: Owing to t