本文選題：遠(yuǎn)程學(xué)習(xí)者 + Mashup��； 參考：《江西師范大學(xué)》2012年碩士論文

【摘要】：隨著互聯(lián)網(wǎng)技術(shù)的發(fā)展，尤其是Web2.0新一代互聯(lián)網(wǎng)應(yīng)用的出現(xiàn)，為我們的非正式網(wǎng)絡(luò)學(xué)習(xí)提供了良好的機(jī)會(huì)，更是對(duì)傳統(tǒng)教育形式有效的補(bǔ)充。學(xué)習(xí)者可以自主地混搭各種Web工具（如Blog、RSS、Wiki等），構(gòu)建一個(gè)基于網(wǎng)絡(luò)的個(gè)人學(xué)習(xí)環(huán)境。隨后，一種聚合技術(shù)——Mashup——出現(xiàn)，又為Web2.0網(wǎng)絡(luò)環(huán)境注入了新的血液。Mashup不僅繼承了Web2.0的核心思想，而且更前進(jìn)一步。它允許學(xué)習(xí)者可以在原有的Web應(yīng)用和服務(wù)的基礎(chǔ)上，根據(jù)自身需求將多個(gè)應(yīng)用或者服務(wù)匯聚創(chuàng)造出新的增值Web應(yīng)用和服務(wù)。目前具有代表性的可用于構(gòu)建個(gè)人學(xué)習(xí)環(huán)境的Mashup網(wǎng)站主要有iGoogle、Netvibes、Pageflakes等個(gè)人主頁(yè)。 目前，個(gè)人學(xué)習(xí)環(huán)境的現(xiàn)狀為：一是研究對(duì)象集中于在校學(xué)生、教師培訓(xùn)或企業(yè)培訓(xùn)等領(lǐng)域，較少涉及遠(yuǎn)程學(xué)習(xí)者；二是主要基于分布式Web2.0工具，缺乏Mashup個(gè)人學(xué)習(xí)環(huán)境探討；三是缺乏學(xué)習(xí)者自我監(jiān)控策略的研究。針對(duì)這些研究現(xiàn)狀，本研究首先運(yùn)用文獻(xiàn)分析法不僅總結(jié)國(guó)內(nèi)外的研究現(xiàn)狀，而且還探討了理論基礎(chǔ)和關(guān)鍵概念，并在此基礎(chǔ)上設(shè)計(jì)了遠(yuǎn)程學(xué)習(xí)者的個(gè)人學(xué)習(xí)環(huán)境構(gòu)建情況調(diào)查問(wèn)卷；其次運(yùn)用問(wèn)卷調(diào)查法獲得目前遠(yuǎn)程學(xué)習(xí)者的個(gè)人學(xué)習(xí)環(huán)境構(gòu)建中存在的問(wèn)題。通過(guò)對(duì)調(diào)查結(jié)果分析，本研究發(fā)現(xiàn)主要以下構(gòu)建問(wèn)題：一是學(xué)習(xí)活動(dòng)設(shè)計(jì)隨意性；二是學(xué)習(xí)資源獲取障礙；三是工具使用盲目性；四是自我管理能力較弱。針對(duì)遠(yuǎn)程學(xué)習(xí)者存在的構(gòu)建問(wèn)題，本研究提出了遠(yuǎn)程學(xué)習(xí)者的Mashup個(gè)人學(xué)習(xí)環(huán)境的構(gòu)建框架、構(gòu)建技術(shù)、構(gòu)建要求和構(gòu)建策略。最后，為了使遠(yuǎn)程學(xué)習(xí)者對(duì)Mashup個(gè)人學(xué)習(xí)環(huán)境具有感性認(rèn)識(shí)，，在理論框架的指導(dǎo)下本研究設(shè)計(jì)了一個(gè)“英語(yǔ)Mashup個(gè)人學(xué)習(xí)環(huán)境”案例。 通過(guò)本研究，期望能幫助遠(yuǎn)程學(xué)習(xí)者構(gòu)建個(gè)性化的Mashup個(gè)人學(xué)習(xí)環(huán)境，實(shí)現(xiàn)終身學(xué)習(xí)的目標(biāo)。
[Abstract]:With the development of Internet technology, especially the emergence of the new generation of Web2.0 Internet applications, it provides a good opportunity for our informal e-learning, and it is also an effective supplement to the traditional forms of education. Learners can mix various Web tools (such as blog / RSS / Wiki) to build a web-based personal learning environment. Then, a kind of aggregation technology, Mashup-came into being, which injected new blood into the Web2.0 network environment. Mashup not only inherited the core idea of Web2.0, but also took a step forward. It allows learners to create new value-added Web applications and services on the basis of existing Web applications and services and converging multiple applications or services according to their own needs. Currently, the typical Mashup sites for building a personal learning environment include iGoogle Netvibesflakes and other personal homepages. At present, the current situation of personal learning environment is as follows: first, the research object is focused on the students, teachers training or enterprise training and other fields, less involved in distance learners, the second is mainly based on distributed Web2.0 tools, the lack of Mashup personal learning environment; The third is the lack of learner self-monitoring strategies. In view of the present situation of these studies, this study not only summarizes the current research situation at home and abroad, but also discusses the theoretical basis and key concepts. On the basis of this, the author designs the questionnaire on the construction of personal learning environment of distance learners. Secondly, the problems existing in the construction of personal learning environment of distance learners are obtained by using the method of questionnaire. Through the analysis of the survey results, this study found the following construction problems: first, the randomness of learning activities design; second, learning resources acquisition barriers; third, the use of tools blindness; fourth, the ability of self-management is weak. In view of the construction problems of distance learners, this study puts forward the construction framework, construction technology, construction requirements and construction strategies of the distance learners' Mashup personal learning environment. Finally, in order to make the distance learners have a perceptual understanding of Mashup personal learning environment, under the guidance of the theoretical framework, this study designed a case of "English Mashup personal learning environment". Through this study, it is expected to help distance learners to construct a personalized Mashup personal learning environment and achieve the goal of lifelong learning.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G434

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 任盈;趙國(guó)棟;;Mashup技術(shù)對(duì)于非正式學(xué)習(xí)資源整合問(wèn)題的解決研究[J];計(jì)算機(jī)光盤(pán)軟件與應(yīng)用;2013年18期

本文編號(hào)：1919298