C'est la vie 这就是生活! http://blog.donews.com/zjliqing 读书、探索、新知 Tue, 10 May 2005 08:08:00 +0000 http://wordpress.org/?v=2.9.2 en hourly 1 草根一族的实时协作工具 http://blog.donews.com/zjliqing/archive/2005/05/10/373456.aspx http://blog.donews.com/zjliqing/archive/2005/05/10/373456.aspx#comments Tue, 10 May 2005 08:08:00 +0000 云淡风清 http://blog.donews.com/zjliqing/archive/2005/05/10/373456.aspx http://icohere-presentations.com/presentations/Virtual2005/RobinGood/player.html

Grassroot Real-time Collaboration Tools
by Robin Good

Easy to setup
Easy to access
intuitive to use
free to test
comming from a company who has voice

Instant messaging:   trillian,gaim,miranda,jabber
VoIP:                             skype,babble,telo
Web Conferenceing: ivocalize,hotconference,voicecafe
Screen Sharing:         RealVnc,glance,gotomeeting,eblvd
Document Sharing:   instacoll
File Sharing:               dorpload,shinkuro,grouper
Live Presentation:     presenterNet,instantpresenter
Recording:                  techsmith camtasia,falshmeeting
Video conference:     3wvp,sightspeed,microsoft portrait
Full Collaboration:    QNext,convoq asap express
content deilvery and distrubution:Ourmedia,internet archive,bittorrent,prodigem,coral

http://blog.donews.com/zjliqing/archive/2005/05/10/373456.aspx/feed 0
有效E-learning的原则 http://blog.donews.com/zjliqing/archive/2005/05/01/359820.aspx http://blog.donews.com/zjliqing/archive/2005/05/01/359820.aspx#comments Sun, 01 May 2005 12:03:00 +0000 云淡风清 http://blog.donews.com/zjliqing/archive/2005/05/01/359820.aspx 有效E-learning的原则
by Stephen Downes
Stephen Downes认为成功的和失败的E-learning的区别在于交互性(Interaction),有用性(useability)和相关性(relevance)


学习者学到他们想学的,当他们需要学习的时间和地点。Relevance is obtained through precision, through simplicity。

http://blog.donews.com/zjliqing/archive/2005/05/01/359820.aspx/feed 1
google新年到 http://blog.donews.com/zjliqing/archive/2005/02/09/272547.aspx http://blog.donews.com/zjliqing/archive/2005/02/09/272547.aspx#comments Wed, 09 Feb 2005 08:36:00 +0000 云淡风清 http://blog.donews.com/zjliqing/archive/2005/02/09/272547.aspx 新年到了,一如往常google的logo也变样了。看来google的本地化策略相当好:)

http://blog.donews.com/zjliqing/archive/2005/02/09/272547.aspx/feed 0
google推出了电视节目搜索功能 http://blog.donews.com/zjliqing/archive/2005/01/27/258832.aspx http://blog.donews.com/zjliqing/archive/2005/01/27/258832.aspx#comments Thu, 27 Jan 2005 04:08:00 +0000 云淡风清 http://blog.donews.com/zjliqing/archive/2005/01/27/258832.aspx http://video.google.com

http://blog.donews.com/zjliqing/archive/2005/01/27/258832.aspx/feed 0
基于web的远程教学中学生需求的评价 http://blog.donews.com/zjliqing/archive/2005/01/23/252936.aspx http://blog.donews.com/zjliqing/archive/2005/01/23/252936.aspx#comments Sun, 23 Jan 2005 08:10:00 +0000 云淡风清 http://blog.donews.com/zjliqing/archive/2005/01/23/252936.aspx 基于web的远程教学中学生需求的评价


  1. Computer skills

  2. Learning styles

  3. Available resources

  4. Learner’s desired outcomes

  5. Prior learning experiences

http://blog.donews.com/zjliqing/archive/2005/01/23/252936.aspx/feed 0
课程的xml定义 http://blog.donews.com/zjliqing/archive/2005/01/19/247466.aspx http://blog.donews.com/zjliqing/archive/2005/01/19/247466.aspx#comments Wed, 19 Jan 2005 10:08:00 +0000 云淡风清 http://blog.donews.com/zjliqing/archive/2005/01/19/247466.aspx  课程的xml定义(by Scott’s Workblog  )
  • Class: Course
    • type (e.g. programme, module)
    • level (level of study)
    • dc:title (course title)
    • dc:description (course description)
    • image (an image, possibly for marketing)
    • dc:subject (keywords for searching)
    • begin (when it starts)
    • end (when it ends)
    • duration (how long, e.g “4 years FTE”)
    • dc:relation (link to related information, such as course homepage, reading list, or RSS feed)
    • awarded-by (the institution issuing awards for the course)
    • taught-by (an institution teaching the course)
    • contact (a person to contact about the course)
    • aim
    • outcome
    • approach
    • attendance mode
    • qualification
    • application-type
    • prerequisite
    • interview-info
    • topic (i.e. a part of the syllabus)
    • visit-info
    • interview-info
    • review (outcome of quality reviews etc)
    • accreditation
    • language-of-instruction
    • location (where the course meets)
    • expenses (fees, grants etc)
    • dc:hasPart (other courses that are part of this course)
    • dc:isPartOf (other courses of which this is a part)
http://blog.donews.com/zjliqing/archive/2005/01/19/247466.aspx/feed 0
2005年的第一篇 http://blog.donews.com/zjliqing/archive/2005/01/03/224697.aspx http://blog.donews.com/zjliqing/archive/2005/01/03/224697.aspx#comments Mon, 03 Jan 2005 10:03:00 +0000 云淡风清 http://blog.donews.com/zjliqing/archive/2005/01/03/224697.aspx 好像已经好长时间没有更新自己的blog了,


http://blog.donews.com/zjliqing/archive/2005/01/03/224697.aspx/feed 0
Google Scholar http://blog.donews.com/zjliqing/archive/2004/11/20/176469.aspx http://blog.donews.com/zjliqing/archive/2004/11/20/176469.aspx#comments Sat, 20 Nov 2004 04:37:00 +0000 云淡风清 http://blog.donews.com/zjliqing/archive/2004/11/20/176469.aspx


Google scholar searches the databases of acadmeic publications and returns listings of published papers. One neat new feature: for any paper, it also shows the cites. The service is still new and so the cites are a bit incomplete, but it is certainly an advance over what was there. CiteSeer could learn a bit from the smooth Google interface. If Citeseer stays in business, that is.

http://blog.donews.com/zjliqing/archive/2004/11/20/176469.aspx/feed 0
Blog Assisted Language Learning (BALL): Push button publishing for the pupils http://blog.donews.com/zjliqing/archive/2004/11/15/170788.aspx http://blog.donews.com/zjliqing/archive/2004/11/15/170788.aspx#comments Mon, 15 Nov 2004 05:22:00 +0000 云淡风清 http://blog.donews.com/zjliqing/archive/2004/11/15/170788.aspx Title: Blog Assisted Language Learning (BALL): Push button publishing for the pupils
Author: Jason M. Ward, American University Sharjah
Source: TEFL Web Journal Vol 3 No 1 2004 1

  • 真实观众
  • the [online] audience is not only anticipated but expected, and thus influences and structures the very manner in which the writer articulates,composes, and distributes the self-document”

  • 真实交谈内容
  • Weblogs are both monologues and dialogues and therefore can benefit from the advantages of both forms and they also intersect e-mail, discussion forums, instant messaging and conventional electronic publishing, they are continuous in the sense that they are not result oriented but process oriented.

  • 过程驱动的写作
  • combine the best elements of portfolio-driven courses where student work is collected, edited, and assessed, with the immediacy of publishing for a virtual audience

  • 同伴互评
  • Blogs can bring a collective intelligence to bear on a question

  • 解除压抑
  • People behave differently when communicating online compared to a face-to-face situation.

  • 阅读内容和阅读策略
  • cover range of current topics is available for free online.
    develops effective lateral skimming and scanning skills through regular use of this medium.

  • 积极阅读
  • 不可靠
  • Blog的潜在缺点:肤浅、不规范、网络礼节、安全

    http://blog.donews.com/zjliqing/archive/2004/11/15/170788.aspx/feed 1
    教学的首要原则 http://blog.donews.com/zjliqing/archive/2004/11/15/170785.aspx http://blog.donews.com/zjliqing/archive/2004/11/15/170785.aspx#comments Mon, 15 Nov 2004 05:20:00 +0000 云淡风清 http://blog.donews.com/zjliqing/archive/2004/11/15/170785.aspx

    Title: First Principles of Instruction
    Author: M. David Merrill


    Reigeluth (1999) distinguishes two major kinds of instructional methods: <strong>basic methods</strong> and <strong>variable methods</strong>.First principles is an attempt to identify what Reigeluth calls basic methods but which the author prefers to call first principles.区分出两类主要的教学方法:基本方法和可变方法。首要原则就是基本方法。The author will refer to variable methods as programs and practices. 可变方法是指程序和实践。practices. <strong>A principle (basic method) is a relationship that is always true under appropriate conditions regardless of program or practice (variable methods)</strong>. 首要原则不考虑程序或实践只要条件合适就正确。<strong>A practice is a specific instructional activity. A program is an approach consisting of a set of prescribed practices.</strong> Practices always implement or fail to implement underlying principles whether these principles are specified or not. A given instructional approach may only emphasize the implementation of one or more of these instructional principles.

    First, learning from a given program will be facilitated in direct proportion to its implementation of first principles.
    Second, first principles of instruction can be implemented in any delivery system or using any instructional architecture?
    Third, first principles of instruction are design oriented rather than learning oriented.

    (a) Analyze instructional <strong>theories, models, programs, and products </strong>to extract general first principles of instruction.
    (b) Identify the <strong>cognitiveprocesses</strong> associated with each principle.
    (c) Identify <strong>empirical support </strong>for each principle.
    (d) Describe the implementation of these principles in a variety of different instructional theories and models.  (e)identify prescriptions for instructional design associated with these principles.

    <strong>PBL的教学阶段:</strong>(1) activation of prior experience, 激活已有的经验
    (2) demonstration of skills, 展示技能
    (3) application of skills, and 应用技能
    (4) integration or these skills into realworld activities.将这些技能整合到真实世界的活动中
    <a href=”http://localhost/blog/wp-content/pbl.jpg“>图1</a>

    Star Legacy
    (1)<em>Look ahead </em>provides the learning context and learning goals.
    (2)<em>The challenges </em>are problems to be solved. They use the metaphor of successively higher mountains to represent a progression of increasingly difficult challenges.
    (3)<em>Generate ideas </em>is an activation activity where learners interact with other learners to share experience and what they already know related to the challenges.
    (4)<em>Multiple perspectives</em> is an opportunity for the student to compare their view of the problem and possible solutions with the view of other students and more importantly with the view of experts.
    (5)<em>Research and revise</em> continues the demonstration phase and moves into the application phase in that the students gather lots of different ideas and try them out to see how they might solve the problem.
    (6)<em>Check your mettle </em>is an opportunity for students to apply their ideas and get feedback before they go public with their solutions.
    (7)<em>Go public </em>is a chance for the students to demonstrate their solutions and to defend their ideas
    (8)<em>Reflect back</em> is an opportunity for the students to review their learning activities and is another important aspect of integration.

    <strong>McCarthy — 4-MAT</strong>
    <a href=”http://localhost/blog/wp-content/4mat.jpg“>图2</a>

    Andre — <strong>Instructional Episode</strong>
    Activation-》instruction(presentation, discovery and practice)-》feedback
    问题化学习设计到四个层次的教学:the problem, the tasks required to solve the problem, the operations that comprise the tasks, the actions that comprise the operations.大部分的教学仅仅关注活动和操作两个较低的层面。
        展示的内容要和学习目标一致 (a)examples and non-examples for concepts, (b) demonstrations for procedures, (c) visualizations for processes, and (e) modeling for behavior.
              给予学习者合适的指导 (a) learners are directed to relevant information, (b) multiple representations are
    used for the demonstrations, or (c) multiple demonstrations are explicitly compared.
    Dijkstra & van Merri?nboer (1997) identify three classes of problems: problems of categorization, problems of design (plans and procedures), and problems of interpretation (principles, models, and theories).
             实践和后继测试和学习目标一致(a) information-about practice — recall or recognize information, (b) parts-of practice — locate, name, and/or describe each part, (c) kinds-of practice — identify new examples of each kind, (d) how-to practice — do the procedure and (e) what-happens practice — predict a consequence of a process given conditions, or find faulted conditions given an unexpected consequence.
    <strong>Gardner — Multiple Approaches to Understanding</strong>
    <em>Entry points</em> are a form of activation. He then describes entry points from these six viewpoints:
    narrational, quantitative/numerical/ foundational/existential/ aesthetic, hands-on, and social.
    <em>Telling analogies</em> forms a transition from activation to demonstration.
    <em>Approaching the core</em> includes some of the prescriptions for demonstration.

    <strong>Nelson — Collaborative Problem Solving</strong>
    She provides an extensive list of guidelines, and the source for these guidelines, organized under nine process activities:
    <blockquote>(1) build readiness,
    (2) form and norm groups,
    (3) determine a preliminary problem definition,
    (4) define and assign roles,
    (5) engage in an iterative collaborative problem-solving process,
    (6) finalize the solution or project,
    (7) synthesize and reflect,
    (8) assess products and processes,
    (9) provide closure</blockquote>

    <strong>Jonassen — Constructivist Learning Environments (CLE)</strong>

    <strong>van Merri?nboer — Four Component Instructional Design Model (4C/ID)</strong>

    <strong>Schank — Learning by Doing</strong>
    There are seven essential components of a GBS: (1)the learning goals, (2)the mission,(3) the cover story, (4)the role, (5)the scenario operations, (6)the resources, and (7)the feedback, including coaches and experts”


    http://blog.donews.com/zjliqing/archive/2004/11/15/170785.aspx/feed 4