混合式课堂教学设计 (17).pdf

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1、Learning activity design Once youre clear about your learning outcomes and rationale,the University of New South Wales document suggests a number of related learning activities that can help learners achieve these outcomes.Helen Beetham(2007)defines alearning activity as a specific interaction of le

2、arner(s)with other(s)using specific tools and resources,orientated towards specific outcomes:For Beetham,there are three main elements to consider in activity design.For each of these,educators need to ask themselves a number of questions:1.Learners What are your learners needs,including physical an

3、d sensory access requirements?What are their motives for learning,and expectations of the course?What is their prior experience of learning?What is their level of subject-specific experience and knowledge?How confident and competent are they in the use of ICT?What are their preferred approaches to l

4、earning and to participation in learning?2.Intended outcomes What is the purpose behind the learning activity?Where does it fit in the learners overall experience of the course/module/session?What new knowledge,skills and/or attitudes will learners gain?How will they know when they have achieved the

5、 outcome,and how well they are doing?How will they finally be assessed?Are the assessment criteria clear and relevant?How could the learning process be captured,to support progression and reflection?3.Learning environment What aspects of the environment(e.g.field,seminar room,library)support the lea

6、rning?What resources will learners have access to?What resources could they find themselves？What technologies will learners have available for use?What technologies of their own could they use?How will these resources and tools support the learning activity?What advantages do they have over other op

7、tions?Do learners have functional access to the tools,resources and learning environment?How will their access needs and developing skills be supported?In short,your learning activities must always include,and make connections to,your learners,your intended learning outcomes and the learning environ

8、ment.Learning activities must also take account of other people involved and thespecific role they play in the interaction,e.g.supporting,mediating,challenging and guiding.学习活动设计学习活动设计一旦你清楚自己的学习成果和基本原理，新南威尔士大学的文档中建议了一些相关的学习活动来帮助学习者实现这些成果。Helen Beetham（2007）将学习活动定义为“学习者使用特定工具和资源与其他人面向特定结果的特定互动”。12对于B

9、eetham，在活动设计中有三个主要因素需要考虑。对于每一个问题，教育者都需要问自己一些问题：1.学习者学习者 学习者的需求是什么，包括身体和感官接触要求？他们学习的动机和对课程的期望是什么？他们之前的学习经验是什么？他们的专业经验和知识水平如何？他们在使用信息和通信科技方面的信心和能力如何？他们最喜欢的学习方式和参与学习的方式是什么？2.预期结果预期结果 学习活动的目的是什么？它在学习者对课程/单元/小节的整体体验中处于什么位置？学习者将获得哪些新知识、技能和/或态度？他们如何知道自己何时取得了成果，以及做得有多好？最终将如何评估？评估标准是否明确且相关？如何捕捉学习过程，以支持进步和反思？3.学习环境学习环境 环境的哪些方面（如场地、研讨会室、图书馆）可以支持学习？学习者可以获得哪些资源？他们能找到什么资源？学习者可以使用哪些科技？他们自己可以使用什么科技？这些资源和工具将如何支持学习活动？与其他选项相比，它们有哪些优势？学习者是否有权使用工具、资源和学习环境？如何支持他们的访问需求和发展技能？简而言之，你的学习活动必须始终包括你的学习者、你预期的学习成果和学习环境，并与之建立联系。学习活动还必须考虑到参与的其他人以及他们在互动中发挥的具体作用，例如支持、调解、挑战和指导。3