中国电化教育

互联网、人工智能、大数据、云计算、物联网等技术的教育应用逐渐走向纵深,使得学习环境发生了深刻的变革,亟需探究符合时代背景、面向新型学习环境的教与学交互理论,探究如何设计学习环境来应对新兴技术支持的学习情境。通过分析学习情境的基本特征,探究多空间融合后学习情境革新带来的学习环境设计原则的变化。基于新技术、新理念、新方法等对教与学影响的思考,最终提出学习情境的描述框架。学习情境是一种复杂的网络现象,基于互联网技术、人工智能、大数据分析储存技术等的应用,学习情境客观存在于虚拟环境中,成为一种具有目标性的长期存在的学习活动,借助互联网实现教学知识传播与知识共享,并可以实时进行学习分析、导航、评估、反馈、调节等,学习情境成为学习的连接器和促进有效学习的助推器。

With the rapid development of Internet, artificial intelligence, big data, cloud computing, Internet of things and other technologies in education, the learning environment has undergone profound changes. In consequence, it is necessary to explore the interactive theory of teaching and learning that conforms to the historical background and new learning environment, and how to design the learning environment to cope with the learning context supported by the advanced technology. By analyzing the basic characteristics of learning context, this paper explores the change of learning environment design principles brought by the innovation of learning context from the perspective of multi-space fusion. Based on the influence of new technology, idea and method on teaching and learning, a framework of describing learning context is proposed. Learning context is a complex network phenomenon. Based on the application of Internet technology, artificial intelligence, big data analysis and storage technology, etc., learning context objectively exists in the virtual environment and becomes a targeted and long-standing learning activity. With the help of the Internet, learning context can spread and share teaching knowledge and general knowledge, and conduct learning analysis, navigation, evaluation, feedback, adjustment, etc. Learning context have become connectors for learning and boosters for effective learning.