移动学习的“微”变及其应对策略

Slightly Changed and the Coping Strategies of Mobile Learning

文章首先厘清了远程学习、泛在学习与移动学习之间的关系，并在分析已有研究的基础上重新界定移动学习的定义，继而从移动学习者学习系统的构成切入，探析我国移动学习的发展历程，说明我国移动学习的发展是一个渐进的过程，将经过三个发展阶段：基础环境建设、知识体系化建设及学习服务建设。我国的移动学习现阶段正处在知识体系化建设阶段，学习的有效性成为了研究的焦点，其发展正在开始“微”转向，这种微变具体表现为学习时间零碎化、学习内容的片段化、学习工具微型化及学习方式微学习四个方面，最后笔者认为处在微时代的移动学习需要关切以下四个问题：学习者需要重构自我的学习时空；在学习内容的设计上要关注学习内容间的隐性关联；注重学习内容的质，而非以量取胜；注重思维的可视化设计。

This paper clarifies the distance learning， pan in the relationship between learning and mobile learning， and on the basis of analyzing existing research to define the definition of mobile learning， and then from the mobile learning system consists of starting， analysis on our country the development of mobile learning process， illustrate the development of China's mobile learning is a gradual process， will go through three stages: basic environment construction， the knowledge system construction and learning service construction. At the present stage of mobile learning in China is in a stage of building the knowledge system， the effectiveness of learning become the focus of the study， its development is beginning to “micro” steering， this variant specific performance for the learning time system， learning content， learning tool fragmentation of miniaturization and learning mode of the micro studies four aspects， finally， the author thinks in need of concern the following four questions to learn mobile micro era: learners need to reconstruct the self learning space; in the design of learning content to pay attention to the study of implicit association between contents; learning contents are qualitative， rather than quantity to win; pay attention to visual design thinking.