摘要
本文阐述设计远程教育的一种新思路。文章首先解释为什么教育是一个技术过程,认为在这个过程中我们不仅仅是学习技术的使用者,而且还共同参与技术的设计、实现及使用。根据这种观点,教育是一种分布式技术。然而,技术和物理上的限制导致"身临现场"教育出现往往过分强调教师是教育主要控制者的教学过程(包括教学方法)和路径依赖。这种情况引发了很多问题,因而很多旨在解决这些问题的反制技术应运而生,从教室到分数乃至作息时间表无不属于此类反制技术。然而,这些反制技术大多数却毫无必要地被远程教育继承下来。文章分析了远程教育不同于"身临现场"教育的优势和不足,并提出另外一种模式的远程教育,以更加体现个人化,更加扎根于社区和文化之中,以及更加适合学习者和社会的需要。
This paper presents arguments for a different way of thinking about how distance education should be designed.It begins by explaining education as a technological process,in which we are not just users of technologies for learning but coparticipants in their instantiation and design,implying that education is a fundamentally distributed technology.However,technological and physical constraints have led to processes(including pedagogies)and path dependencies in In-person education that have tended to massively over-emphasize the designated teacher as the primary controller of the process.This has resulted in the development of many counter-technologies to address the problems this causes,from classrooms to grades to timetables,most of which have unnecessarily been inherited by distance education.By examining the different strengths and weaknesses of distance education,the paper suggests an alternative model of distance education that is more personal,more situated in communities and cultures,and more appropriate to the needs of learners and society.
作者
肖俊洪(译)
Jon Dron(Athabasca University,School of Computing&Information Systems;Athabasca University,TechnologyEnhanced Knowledge Research Institute;Higher Education Academy,UK;University of Brighton,Centre for Learning and Teaching)
出处
《中国远程教育》
CSSCI
2021年第1期37-49,77,共14页
Chinese Journal of Distance Education
关键词
技术
文化
远程教育
教学法
动力
反制技术
technology
culture
distance education
pedagogy
motivation
counter-technology
