A Self-Regulated Learning Model Based on Personal Learning Environment: From the Hierarchical, Fragmental, Related Design Perspective
面对经济社会发展对高质量多样化人才的需要与教育培养能力不足的矛盾,处在一个高度社会化、个性化和开放式发展的技术环境中,人力资源的建设可否转变发展思路走自发性建设之路呢? 个人学习环境的建构理念为此创造了前所未有的机遇。终身学习视角下的自主学习强调主动性,主流的基于“课程冶、“课堂冶的学习组织方式将不再适合,个人学习环境与自主学习的结合可以说是学习需求和技术发展的必然。实现基于个人学习环境的自主学习需要从学习者角色、内容组织、社会性参与、组织文化、技术互操作等多方面进行全面的 设计转变,因此新的自主学习模型采用了活动的层级式结构、资源的碎片化聚合、社会参与的关联共享的设计视角,提炼出自主学习活动的五类构成元素、三级逻辑组织和关联共享关系。基于该模型,自主学习环境建设可通过自建、共建、关联和向导四种方式实现,学习的关联涉及知识网络、社会网络和情境网络三种类型。本研究讨论了该模型在不同风格自主学习者中的应用案例,并通过原型系统PLE-SRL 平台进行模型试用检验,验证了该模型的合理性和可行性。
Facing the contradictions between the need of high-quality diversified talents of economic and social development and the lack of educational training capacity, how to change the human resources development ideas and take the path of spontaneous construction in a highly social, personalized and open technology environment? The concept of personal learning environment ( PLE) creates an unprecedented opportunity. Self-regulated learning under the perspective of lifelong learning especially emphasizes a fully active, traditional learning organization methods, following the operating metaphors of course and class, are incompetent to meet the changes. The combination of personal learning environment and self-regulated learning is inevitable for learning needs and technology development. There needs a comprehensive design change from the aspects of learner role, content organization, social participation, organizational culture, technology interoperability and so on, to achieve self-regulated learning based on PLE. A new model is proposed from the design perspective of using hierarchical structure of activities, fragmental polymerization of resources, and relevance of social participation, and five elements, three logical structures and related sharing relationships of self-regulated learning activity are extracted. Based on this model, learning environment can be constructed through four ways which are self-built, co-built, associated-built and guided-built, and learning relevance involves three types which are knowledge network, social network and context network. Applications of the model in different independent styles of learners are explored through typical cases, and the practical trials on a prototype system verify the rationality and feasibility of the model.
|關鍵詞||自主学习、个人学习环境、模型、关联、碎片化、终身学习、self-regulated learning、personal learning environment、model、relevance、fragment、lifelong learning|