面向“人人通”的学生个人学习空间 及其信息模型

An Information Model of Student’s Personal Learning Space for the “All-Connected” Project

：“人人通”建设的落脚点是要增强或改变学生的学习效果，最终指向学生个体的发展，因此学生个人学习空间(SPLS)的建设是推进“人人通”的关键与重心。SPLS是对电子学档的发展与衍生。在网络学习空间连续统分析框架下，SPLS的空间结构应该比较松散，空间中数据的公开与私有与否应由学生自控，而且能在应用场景上有效贯通正规学习与非正规学习，实现个人学习全景的一站式进入；在“通”与“达”的落实上，通过数据与资源的有机融通与协作可有效支持学生个体学习的多元化和个性化。作为“人人通”标准规范系列之一，SPLS的信息模型由学生、资源、工具、活动、关系和情境6个要素构成，各要素之间相互关联。应用此模型，Sakai、百度云、QQ空间、国家教育资源公共服务平台、AiSchool云课堂、世界大学城、人人通移动教育云平台5类共7个典型平台案例被加以了分析比较，较为系统展现了当前“人人通”建设的现状和不足，比如仍然侧重以教为中心，学生的主体意愿和能动性没能得到很好支持，工具的发展相对滞后，无法支持空间的自由选择和灵活配置，空间数据汇通与服务贯通还比较薄弱，使得活动内外、空间内外的联通受限。

The ultimate goal of the “All-Connected” project is to enhance the learning outcomes of students， and finally promote their individual development. Therefore， the construction of Student’s Personal Learning Space (SPLS) is the key point of the project. SPLS is a kind of derivatives of e-Portfolio. From the aspect of continuum analysis framework of learning network， the space structure of SPLS should be relatively loose， the data in the space is open or private should be controlled by students themselves， and formal learning and non-formal learning can be effectively connected in the space， thus to achieve one-stop access of personal panoramic learning. As to the implementation of ＂link up＂ and ＂ connection”， the space can effectively support diversity and individuality of individual learning with the organic communication and collaboration of data and resources. As one of the ＂All-Connected＂ standard series， the information model of SPLS is composed of six elements， including students， resources， tools， activities， relationships and contexts， and every element is associated with each other. Using this model， five category and overall seven typical platform cases are analyzed and compared， which are Sakai， Baidu Cloud， QQ space， the National Education Resources Public Service Platform， AiSchool Cloud Classroom， World University City and All-Connected Mobile Education Cloud Platform. The results systematically show the current status and insufficient of ＂All-Connected＂ project. For example， the building of “All-Connected” is still focusing on teaching-center， students’ will and initiative cannot play well; the development of tools is relative lagging and can’t support free choice and flexible configuration of space; the communication of data and services is still too weak that the connection of inside and outside activities， interior and exterior spaces is limited.