【摘要】：本文研究了國內外關于集體智慧、資源聚合、虛擬學習社區(qū)的相關情況,并對涉及的聯(lián)通理論以及分布式認知理論進行了概述,指出了這些理論對研究的啟示。與此同時,指出了當前互聯(lián)網(wǎng)環(huán)境下知識數(shù)量龐大、呈碎片化形態(tài)的特點,進而從集體智慧的視角,以聯(lián)通主義學習理論為理論基礎,結合資源聚合理念,以學習資源聚合技術為工具,構建虛擬學習社區(qū),為學習者提供準確可信、個性化的學習資源,讓學習者更好地進行交流互動來分享自己的資源,從而讓學習者在學習的過程中掌握如何發(fā)現(xiàn)知識的技能,并且讓其可以更好地進行知識的創(chuàng)造,將自己的隱形知識進行外化。進行虛擬學習社區(qū)的設計初衷是為了給學習者營造一個良好的虛擬學習社區(qū)環(huán)境,解決當前虛擬學習社區(qū)中學習資源不豐富、不多元、社區(qū)成員較少、社區(qū)學習者積極性不高等問題。虛擬學習社區(qū)的設計主要從學習資源的獲取、學習社區(qū)中鼓勵學習者參與學習、加強學習者相互交流等方面進行學習社區(qū)的優(yōu)化設計,從而更好地為學習者服務。為此,圍繞虛擬學習社區(qū)系統(tǒng)的研究開展了以下工作:第一,對虛擬學習社區(qū)進行模型設計,主要包括學習資源池的建構模型、知識資源模型建構、物化資源聚合模型、用戶資源聚合模型和用戶生成性資源聚合模型幾個部分的建構。第二,對虛擬學習社區(qū)進行系統(tǒng)設計,闡述了系統(tǒng)設計的思路、系統(tǒng)實現(xiàn)的關鍵技術,以及集體智慧理念和資源聚合相關技術在該系統(tǒng)中的具體應用。第三,對虛擬學習社區(qū)進行系統(tǒng)實現(xiàn),實現(xiàn)了各個功能模塊的開發(fā)。希望立足于新時代下的學習理論、通過全新的視角、借助于新時代的技術實現(xiàn)更為智能的虛擬學習社區(qū),通過設計和實現(xiàn)集體智慧視野下基于資源聚合技術的虛擬學習社區(qū),從而改進傳統(tǒng)虛擬學習社區(qū)存在的不足,創(chuàng)建一個資源聚合的、學習者學習行為驅動的虛擬學習社區(qū)模型,從而讓學習者可以在聚合與共享中學會學習、創(chuàng)造智慧,為培養(yǎng)具有協(xié)作創(chuàng)新意識的創(chuàng)新型人才奠定基礎,同時也為后在線學習社區(qū)的設計提供借鑒意義。
[Abstract]:This paper studies the relevant situation of collective wisdom, resource aggregation and virtual learning community at home and abroad, and gives an overview of the theory of communication and the theory of distributed cognition, and points out the enlightenment of these theories to the research. At the same time, it is pointed out that the large quantity of knowledge in the current Internet environment is the characteristic of the fragmentation pattern, and then from the perspective of collective wisdom, based on the theory of connectionism learning, combined with the concept of resource aggregation, the virtual learning community is constructed by using the learning resource aggregation technology as a tool. The invention provides an accurate and reliable and personalized learning resource for a learner, and enables the learner to better carry out the communication interaction to share the resources of the learner, so that the learner can learn how to find the skill of the knowledge in the learning process, and the learner can better carry out the creation of the knowledge, Externalize its own hidden knowledge. The purpose of the virtual learning community is to create a good virtual learning community environment for learners, to solve the problems that the learning resources in the current virtual learning community are not rich, not multiple, the members of the community are less, and the enthusiasm of the community learners is not high. The design of the virtual learning community is mainly from the acquisition of the learning resources, the learning community to encourage the learners to participate in the study, and to enhance the mutual communication among the learners, so as to better serve the learners. To this end, the following work is carried out around the research of the virtual learning community system: first, the model design of the virtual learning community is carried out, mainly including the construction model of the learning resource pool, the construction of the knowledge resource model, the physical and chemical resource polymerization model, The user resource aggregation model and the construction of several parts of the user-generated resource aggregation model. Secondly, the system design of the virtual learning community is carried out, the train of thought of the system design, the key technology of the system realization, and the concrete application of the collective wisdom concept and the resource aggregation related technology in the system are described. And thirdly, the virtual learning community is realized, and the development of each functional module is realized. It is hoped that based on the learning theory in the new era, through the new perspective, the more intelligent virtual learning community can be realized by means of the technology of the new era, and the virtual learning community based on the resource aggregation technology under the field of collective wisdom is designed and realized, thereby improving the defects of the traditional virtual learning community, creating a virtual learning community model driven by a resource aggregation and a learner learning behavior, so that the learner can learn and create the wisdom in the aggregation and sharing of the secondary school, It lays the foundation for cultivating innovative talents with collaborative innovation consciousness, and also provides reference for the design of the post-online learning community.
【學位授予單位】：湖北師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434

【參考文獻】

相關期刊論文 前10條

1 畢強;劉健;;基于維基百科的計算機科學領域本體網(wǎng)絡結構研究[J];情報理論與實踐;2017年03期

2 楊艷霞;;基于分類的微博情感分析算法研究及實現(xiàn)[J];計算機與數(shù)字工程;2017年02期

3 謝泉峰;;實現(xiàn)“人人通”的“網(wǎng)絡學習空間”是什么[J];中國電化教育;2017年02期

4 吳濤;張子石;金義富;;網(wǎng)絡學習領域作者合作的社會網(wǎng)絡分析——基于CSSCI的文獻計量研究[J];中國電化教育;2017年02期

5 柳瑞雪;駱力明;石長地;;分布式學習環(huán)境下的協(xié)作學習交互類型研究[J];中國遠程教育;2017年01期

6 張安淇;宗利永;;大數(shù)據(jù)背景下企業(yè)競爭情報工作眾包模式研究[J];情報理論與實踐;2017年01期

7 楊英;楊成;孫夢夢;;“互聯(lián)網(wǎng)+”背景下虛擬學習社區(qū)的智慧化構建[J];教育導刊;2017年01期

8 李曉瑜;俞麗穎;雷航;唐雪飛;;一種K-means改進算法的并行化實現(xiàn)與應用[J];電子科技大學學報;2017年01期

9 劉清堂;張思;范桂林;王洋;吳林靜;;教育大數(shù)據(jù)視角下的內容語義分析模型及應用研究[J];電化教育研究;2017年01期

10 呂林海;;轉向沉默行為的背后:中國學生課堂保守學習傾向及其影響機制——以南京大學物理專業(yè)本科生為對象的實證研究[J];遠程教育雜志;2016年06期

相關博士學位論文 前3條

1 趙俊;教師生成性學習研究[D];華東師范大學;2016年

2 張賽男;基于集體智慧的開放學習資源聚合與分享研究[D];東北師范大學;2014年

3 王書林;任務導向的分布式學習共同體研究[D];西南大學;2013年

相關碩士學位論文 前4條

1 曾桂;基于虛擬學習社區(qū)的教學行為分析的應用研究[D];江西師范大學;2015年

2 魏文冰;Web2.0環(huán)境下虛擬學習社區(qū)歸屬感研究[D];西南大學;2014年

3 徐聰聰;基于眼動追蹤技術的自適應服務方式的實證研究[D];四川師范大學;2014年

4 秦慧臻;虛擬學習社區(qū)的群體知識建構研究[D];曲阜師范大學;2014年

，

本文編號：2484998