基于資源關(guān)聯(lián)的移動學(xué)習(xí)同步交互系統(tǒng)的研究與實現(xiàn)
發(fā)布時間：2018-11-06 20:30
【摘要】：近年來,隨著移動智能設(shè)備的普及和移動通信技術(shù)的發(fā)展,移動學(xué)習(xí)日益成為現(xiàn)代社會一種重要的學(xué)習(xí)形式。移動學(xué)習(xí)的明顯優(yōu)勢在于不必?fù)碛泄潭ǖ牡攸c和特定的時間,能夠依據(jù)學(xué)習(xí)者的學(xué)習(xí)需求隨時隨地開展,也為教師提供了多樣化的教學(xué)手段和方式。交流討論是學(xué)習(xí)的重要環(huán)節(jié),也是移動學(xué)習(xí)平臺的一個重要功能,其中,師生或生生同時在線的同步交流討論尤為重要,通常采取實時圖文消息、音視頻會話等交互方式以應(yīng)對。然而,目前移動學(xué)習(xí)平臺中的交互方式與學(xué)習(xí)過程及學(xué)習(xí)資源并無直接關(guān)聯(lián),不能有效的適應(yīng)面向?qū)W習(xí)的交流討論。一方面,在資源學(xué)習(xí)過程中,學(xué)習(xí)者遇到疑難知識點,要切換頁面才能進行交流討論,這樣不利于學(xué)習(xí)者對知識背景的描述,另一方面,由于相似資源沒有進行關(guān)聯(lián),學(xué)習(xí)者發(fā)起的交互討論只能在小范圍進行,并且參與交互的人員并不一定具有該課程的知識背景,無法實現(xiàn)有針對性、高效的同步交互,這樣勢必很大程度地制約移動學(xué)習(xí)同步交互的開展。本文針對這些問題,鑒于移動學(xué)習(xí)的固有特性,設(shè)計了基于資源關(guān)聯(lián)的移動學(xué)習(xí)同步交互系統(tǒng)。通過整理課程關(guān)鍵詞,研究課程內(nèi)容以及課程關(guān)鍵詞之間的內(nèi)在聯(lián)系,搭建課程語義數(shù)據(jù)庫;通過研究學(xué)習(xí)者與學(xué)習(xí)資源間的關(guān)聯(lián)關(guān)系,構(gòu)建學(xué)習(xí)者-學(xué)習(xí)資源二部關(guān)聯(lián)圖,生成交互成員匹配列表,而后依據(jù)多個維度指標(biāo)對交互成員進行推薦;通過研究標(biāo)注信息與交互信息的呈現(xiàn)方式,實現(xiàn)資源標(biāo)注和交流信息動態(tài)焦點關(guān)聯(lián)呈現(xiàn);通過研究與學(xué)習(xí)資源關(guān)聯(lián)的交互信息、相關(guān)屬性和主體內(nèi)容,實現(xiàn)交互信息關(guān)聯(lián)學(xué)習(xí)資源的長久存儲。本文依托華大移動學(xué)堂平臺對實現(xiàn)的系統(tǒng)進行了功能測試和性能測試。功能測試主要通過對系統(tǒng)的各個模塊分別進行測試,觀察各個模塊的功能是否達到需求分析中設(shè)定的要求。性能測試主要記錄平臺運行過程中的各項性能指標(biāo),并分析這些性能指標(biāo)是否處于正常范圍。測試結(jié)果顯示,各個功能模塊均能達到預(yù)期設(shè)計的要求,性能測試的指標(biāo)結(jié)果均在可接受的范圍內(nèi)。
[Abstract]:In recent years, with the popularization of mobile intelligent devices and the development of mobile communication technology, mobile learning has become an important learning form in modern society. The obvious advantage of mobile learning is that it does not have to have a fixed place and a specific time, it can be carried out anytime and anywhere according to the learners' learning needs, and it also provides a variety of teaching methods and methods for teachers. Communication and discussion is an important part of learning and an important function of mobile learning platform. Audio and video conversations and other interactive ways to deal with. However, there is no direct relationship between the interaction mode of mobile learning platform and learning process and learning resources, so it can not effectively adapt to the learning-oriented communication and discussion. On the one hand, in the process of resource learning, learners encounter difficult knowledge points, and they have to switch pages to communicate and discuss, which is not conducive to the learners' description of the knowledge background. On the other hand, because the similar resources are not related to each other, The interactive discussions initiated by learners can only be conducted on a small scale, and the people involved in the interaction do not necessarily have the knowledge background of the course and cannot achieve targeted and efficient synchronous interaction. This is bound to restrict the development of mobile learning synchronization interaction to a large extent. In view of the inherent characteristics of mobile learning, a synchronous interactive system for mobile learning based on resource association is designed in this paper. Through sorting out the curriculum keywords and studying the internal relationship between the curriculum content and the curriculum keywords, the course semantic database is set up. By studying the relationship between learners and learning resources, we construct a learner-learning resource bipartite association graph, generate a matching list of interactive members, and then recommend interactive members according to multiple dimension indicators. By studying the presentation of annotated information and interactive information, the dynamic focus presentation of resource annotation and exchange information is realized. The long-term storage of learning resources is realized by studying the interactive information, the related attributes and the main content of the learning resources. This paper carries on the function test and the performance test on the platform of Huadu Mobile School. The function test mainly through the system each module carries on the test separately, observes each module function whether meets the requirement which sets in the demand analysis. The performance test records the performance indexes of the platform and analyzes whether the performance indexes are in the normal range. The test results show that each functional module can meet the requirements of the expected design, and the performance test results are within the acceptable range.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：TP311.52
[Abstract]:In recent years, with the popularization of mobile intelligent devices and the development of mobile communication technology, mobile learning has become an important learning form in modern society. The obvious advantage of mobile learning is that it does not have to have a fixed place and a specific time, it can be carried out anytime and anywhere according to the learners' learning needs, and it also provides a variety of teaching methods and methods for teachers. Communication and discussion is an important part of learning and an important function of mobile learning platform. Audio and video conversations and other interactive ways to deal with. However, there is no direct relationship between the interaction mode of mobile learning platform and learning process and learning resources, so it can not effectively adapt to the learning-oriented communication and discussion. On the one hand, in the process of resource learning, learners encounter difficult knowledge points, and they have to switch pages to communicate and discuss, which is not conducive to the learners' description of the knowledge background. On the other hand, because the similar resources are not related to each other, The interactive discussions initiated by learners can only be conducted on a small scale, and the people involved in the interaction do not necessarily have the knowledge background of the course and cannot achieve targeted and efficient synchronous interaction. This is bound to restrict the development of mobile learning synchronization interaction to a large extent. In view of the inherent characteristics of mobile learning, a synchronous interactive system for mobile learning based on resource association is designed in this paper. Through sorting out the curriculum keywords and studying the internal relationship between the curriculum content and the curriculum keywords, the course semantic database is set up. By studying the relationship between learners and learning resources, we construct a learner-learning resource bipartite association graph, generate a matching list of interactive members, and then recommend interactive members according to multiple dimension indicators. By studying the presentation of annotated information and interactive information, the dynamic focus presentation of resource annotation and exchange information is realized. The long-term storage of learning resources is realized by studying the interactive information, the related attributes and the main content of the learning resources. This paper carries on the function test and the performance test on the platform of Huadu Mobile School. The function test mainly through the system each module carries on the test separately, observes each module function whether meets the requirement which sets in the demand analysis. The performance test records the performance indexes of the platform and analyzes whether the performance indexes are in the normal range. The test results show that each functional module can meet the requirements of the expected design, and the performance test results are within the acceptable range.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：TP311.52
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相關(guān)期刊論文 前10條
1 胡吉明;林鑫;;基于用戶—資源—詞匯三部圖的社會化推薦算法設(shè)計與實現(xiàn)[J];情報理論與實踐;2016年03期
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