摘要
Omosa是澳大利亚悉尼大学基于STEM理念开发的虚拟学习环境,模拟星球生态系统关系,用于培养学生的知识建构与创新能力。利用模型构建的方法分析了Omosa虚拟学习环境的内部结构模型和外部结构特征,其学习者模块、环境模块、代理模块、事件模块和干预模块协调有序地配合,构筑了浸润式的类似于真实的学习环境,使学生在参与科学探究过程中有意义地建构科学、工程等学科知识。基于Omosa三维环境和二维环境的实现机制、个体代理推理机制和算法机制,实现了一个开放的、复杂的和适应性的智能学习环境,学生可主动地探索虚拟世界中事物之间的关系,寻求解决问题的策略,使学习转变为一个意义建构的生态过程。以Netlogo环境为例,设计了教师教和学生学的双重过程模型,基于5E学习循环模型开展项目活动,通过学习效能量表调查发现学生在自我效能、动机、元认知意识、技能等方面均有提升。此外,虚拟学习环境的认知工具和可视化学习工具及学习资源帮助学生提升了问题解决能力,促进了学习者计算性思维和高阶思维的发展,有助于MOOC学习和创客教育。
Omosa virtual learning environment（VLE） based on STEM has been developed by University of Sydney in Australia to model ecological system relationships in virtual planet, which enhancing to develop the ability of knowledge construction and innovation. The paper uses the modeling method to analysis internal construct model and external construct features in Omosa VLE. The internal model contains learner module, environment module, agent module, event module and intervention module, which coordinate harmoniously and orderly to build immersive and reality-like learning environment. Consequently, it helps students take part in science enquiry activities to meaningfully construct subject knowledge concerning science, engineer and so on. Based on the realization mechanisms of 3D environment and 2D environment and the reasoning mechanism and algorithmic choosing mechanism of individual agent, an open-end, complex and adaptive intelligent learning environment was developed. Students can actively explore the relationships among things in the virtual world and find out the problem-solving strategies, and then it makes the leaning turn into an ecological process of making sense. Taking Netlogo as an example to make an empirical analysis, this paper designs a dual process model, and then it implements a project-based learning process, which combines with 5E model of learning cycle approach. Through questionnaires of students＇ learning efficiency including self-efficiency, motivation, metacognition, skills, and so on, the results show that students＇ learning efficiencies are higher than before. Additionally, cognitive tools, visual learning materials and learning resources of VLE help students improve problem-solving ability, promote the students＇ development of computational thinking, creative thinking, and high-order thinking, which help to MOOC learning and Maker education.
出处
《中国电化教育》
CSSCI
北大核心
2016年第12期22-30,共9页
China Educational Technology
基金
教育部人文社会科学研究规划基金“大数据支持下的个性化自适应学习及教育测量研究”(基金编号:15YJA880027)
教育部人文社会科学研究规划基金“基于知识图谱的开放学习资源自主聚合研究”(基金编号:14YJA880103)
中央高校基本科研业务费专项资金研究成果
